Redesign roles, budgets, and schedules to put excellent teachers in charge of small teaching teams, for more pay.
Andrew G. Biggs, a resident scholar at the American Enterprise Institute, joins Paul E. Peterson to discuss a new article and whether teachers are paid appropriately compared to similar professions.
Elisa Villanueva Beard, the CEO of Teach For America, joins EdNext Editor-in-chief Marty West to discuss the organization and a new study by Katharine M. Conn, Virginia S. Lovison and Cecilia Hyunjung Mo, which details how the organization impacts the beliefs of its teachers.
Connecting Classroom Experience to Opinions on Education Reform
Teachers spend more than a third of their instructional time on tasks other than instruction. And that’s before we add in paperwork done outside the classroom.
The U.S. is spending dramatically more per pupil than in decades past, yet teacher salaries have barely kept pace with inflation.
Teachers are angry about inadequate training and poor curricula.
Lynette Guastaferro is the CEO of Teaching Matters, which currently serves 237 urban schools. Their programs include Early Reading Matters, which coaches teachers on how to better teach reading skills.
International evidence on teacher cognitive skills and student performance
How should we measure teacher longevity?
A veteran teacher reflects on the Oklahoma strike
For four years, Tom Kane ran a project for the Bill & Melinda Gates Foundation which offered to help a set of school districts develop new ways of evaluating teacher effectiveness. He talks with EdNext’s Marty West about lessons to be learned from that effort.
There’s a win-win solution to teacher compensation. But it requires a willingness to rethink how teachers are paid and how school dollars are spent.
Using value-added to assess effects on student behavior
Lessons from the Gates Foundation’s Effective Teaching Strategy
“Teacher professionalism” can mean profoundly different things to different people. Fordham’s Robert Pondiscio argues that the key to professionalizing teaching is to ask, “What do the kids do all day?”
Teacher turnover and shortages are challenges that the entire education field faces, but these challenges are especially acute for teachers of color.
An interview with two teachers-turned-coaches about how they made the transition.
EdStat: All Else Being Equal, Teachers with Classes in which 20 Percent of Students had an Emotional/ Behavioral Disorder were 2.15 Percentage Points More Likely to Leave Their School or Teaching
Teachers are likely a key element in the successful inclusion of students with disabilities (SWDs), but few studies have investigated how general-education teachers are impacted.
EdStat: Twenty-Seven Percent of Public K‒12 Schools had a Reading Coach on Staff by the 2015‒16 School Year, According to the National Teacher and Principal Survey
Does one-to-one coaching actually help teachers get better?
Can Personalized Training Become Standard Practice?
Weighing its effects on students with disabilities, their peers, and teachers
States have imposed a variety of rules on teacher candidates and the programs that seek to license them, with the goal of ensuring that all new teachers are ready to succeed on their first day in the classroom. New research challenges the very assumptions underlying these efforts.
Another 330 million are in school but not learning.
In addition to being content instructors, we also expect teachers to be curriculum designers, assessment creators, and experts at evaluating student work and analyzing student learning data, not to mention experts in classroom management and culture, coaching students on self-management, providing students with social and emotional support, and being the primary school connection with parents and families.