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.
The real story here is the many insights about implementation—what actually happened on the ground—based on rich qualitative and survey data.
In typical schools, teachers just don’t have the daily guidance, constant feedback, and support from colleagues to improve fast when trying something new.
But teachers usually don’t get to pick their own programs.
EdStat: For Teachers Who Report that Covering Housing Costs is Very Difficult, the Chronic Absenteeism Rate is Nine Percentage Points Higher
Long commutes combine with rising rents to create economic anxiety.
EdStat: In 2016, Raising Blended Learners Chose Five “Demonstration Sites” to Receive Grants of up to $500,000 Over Three Years
These sites had mixed to modest gains in student achievement, though educators report greater student ownership of learning and fewer disciplinary problems.
EdStat: When the Public is Told How Much Teachers Currently Earn, Only 36 Percent Support Raising Teacher Salaries
According to the EdNext poll, support is down 5 percentage points from 2016.
EdStat: The Differences between Teacher-Preparation Programs are Negligible When It Comes to Teacher Quality, Amounting to No More Than 3 Percent of the Average Test-Score Gap between Students from Low-Income Families and their More Affluent Peers
If policymakers want to hold preparation programs accountable for the quality of their graduates, there may be better ways to do it.
There is some evidence that Florida’s “game changing” tenure reform law of 2011 slightly increased student test achievement in math and reading, and that the gains were more prominent for the lowest-performing students.
Rising costs are creating substantial economic anxiety among teachers and possibly affecting their teaching practice.
Can value-added make useful distinctions?