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Highly Effective Teachers
New Report on Teachers: Students Who Need the Most Don’t Get the Best
Nearly a decade after federal law was enacted to ensure that low-income students and students of color had a fair shot at being assigned to strong teachers, students in high-poverty schools are still disproportionately taught by out-of-field and rookie teachers.
Building a High-Quality Teaching Profession: Lessons from around the world
Straight Talk on Teaching Quality: Six Game-Changing Ideas and What to Do About Them
Teaching quality is one of the most intensely discussed and debated themes in education reform today. This guide, published by the Annenberg Institute for School Reform, offers six game-changing strategies that cultivate and support quality instruction.
Evaluating Teacher Evaluations
"Evaluating Teacher Evaluations," published in Phi Delta Kappan is a great tool for understanding value-added rating models and how they fail to account for the vast number of factors that influence a student's test scores from one year to the next. Since value-added models can't control for factors like class size, home and community challenges, summer learning loss (which disproportionately affects low-income students), then there is no way they can provide an accurate picture of how effective a teacher is in raising student test scores.
Wisconsin's Education Dilemma: Finding, supporting and keeping good teachers in Milwaukee and rural school districts
Finding and keeping good teachers is vital to all schools. In Milwaukee, where the racial achievement gap is so wide, it is especially critical as well as in rural areas where lower income students have few environmental resources outside of schools to bolster learning. This report investigates the factors involved in retaining urban and rural teachers as well as maximizing their effectiveness in the classroom. Interviews with teachers and school officials indicate that modest changes in educational systems could improve teacher retention and performance. Most significant reforms included systematic mentoring for new teachers and more realistic workloads. While these would require more school funding, the amount is not extravagant and the outcome could make the difference between success and failure in many schools.
90-Member Coalition for Teaching Quality Asks: What Makes a High-Quality, Effective Teacher?
The Coalition for Teaching Quality, representing a broad cross-section of 90 civil rights, disability, parent, student, community and education groups are voicing their deep concern with the proposed extension of the highly qualified teacher federal amendment (HQT amendment) until 2015, allowing teachers in training to be “highly qualified” under federal law. The HQT amendment enacted in December 2010 allows participants in alternative teacher preparation programs to be classified as “highly qualified” even though they are still in training. Research shows that such teachers are disproportionately concentrated in schools and classrooms filled with our most vulnerable students. Under the current provision, teachers-in-training can continue to teach for as long as three years even if they never complete their preparation program, pass certification tests, or meet other state certification standards. And worse yet, parents are never notified that their children’s teachers are still in training and therefore not actually “highly qualified” according to the original definition of the term. Join advocates from across the country to tell Congress and President Obama to allow the current HQT amendment to sunset after the 2012-2013 school year. An Opportunity to Learn requires all students to have a well-prepared teacher on day one.
Greatness by Design: Supporting Outstanding Teaching to Sustain a Golden State
Need a blueprint for recruiting, developing and retaining high quality teachers in your state? Look no further than this report from CA State Superintendent Tom Torlakson's Task Force on Educator Excellence. Drawing on the expertise of educators and thought leaders like Linda Darling-Hammond, the report lays out precisely how states should invest in their teachers and their schools to ensure that every student has access to well-prepared and effective teachers.