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Author: Barnett Berry Publisher: ISBN: Category : Languages : en Pages : 14
Book Description
Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear--and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher "value-added" student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and much more likely to staff classrooms with out-of-field, inexperienced and less prepared teachers. Simply stated, the teaching quality gap explains much of the student achievement gap. While most researchers and policy analysts agree about the primary role that teachers play in advancing student achievement, they are often at odds over the best means to identify effective teachers and improve teaching effectiveness. Much controversy swirls around the relationship between the quality of teacher preparation and a teacher's subsequent effectiveness. Despite the growing complexity of teaching in the 21st century, some journalists have gone so far as to propose that effective teachers are born, not made--and the key to school reform is attracting more of the "right" people into teaching. In sum, the argument is that preparation--even for teaching in the most challenged public schools--is not really needed. What needs to be learned can be accomplished in a few weeks or months--and preferably not by the universities that have traditionally prepared teachers. This brief points out problems with the conventional wisdom about what makes a teacher effective in a high-needs school.
Author: Barnett Berry Publisher: ISBN: Category : Languages : en Pages : 14
Book Description
Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear--and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher "value-added" student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and much more likely to staff classrooms with out-of-field, inexperienced and less prepared teachers. Simply stated, the teaching quality gap explains much of the student achievement gap. While most researchers and policy analysts agree about the primary role that teachers play in advancing student achievement, they are often at odds over the best means to identify effective teachers and improve teaching effectiveness. Much controversy swirls around the relationship between the quality of teacher preparation and a teacher's subsequent effectiveness. Despite the growing complexity of teaching in the 21st century, some journalists have gone so far as to propose that effective teachers are born, not made--and the key to school reform is attracting more of the "right" people into teaching. In sum, the argument is that preparation--even for teaching in the most challenged public schools--is not really needed. What needs to be learned can be accomplished in a few weeks or months--and preferably not by the universities that have traditionally prepared teachers. This brief points out problems with the conventional wisdom about what makes a teacher effective in a high-needs school.
Author: Barnett Berry Publisher: ISBN: Category : Languages : en Pages : 20
Book Description
Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear--and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher "value-added" student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and much more likely to staff classrooms with out-of-field, inexperienced and less-prepared teachers. This policy brief focuses on the best practices for preparation programs that ensure teachers are prepared to teach effectively, especially in high-needs schools. (Contains 3 tables.) [This paper was written with Alesha Daughtrey and Alan Wieder.].
Author: Barnett Berry Publisher: ISBN: Category : Languages : en Pages : 10
Book Description
Over the last decade, policy and business leaders have come to know what parents have always known: teachers are the largest school-based factor in student achievement. Yet not all schools have equal access to the most effective teachers. High-needs schools that serve large proportions of economically disadvantaged and minority students are more likely to have difficulty recruiting and retaining teachers, particularly in high-demand subjects like math and special education. As a result, they are much more likely to fill those openings with out-of-field, inexperienced, and less well-prepared teachers. Simply put, the student achievement gap is largely explained by an effective teaching gap. The important question is how individuals seek to close that gap. Some pundits and policymakers suggest that effective teachers are born, not made--and that the academic ability and personal traits of new recruits are more important for teaching effectiveness than pedagogical training. However, recent studies have shown that teachers are significantly more effective if they are fully prepared when they enter teaching, are certified in the specific field they teach, have higher scores on their licensing tests, have graduated from a more competitive college, have at least two years teaching experience, and are National Board certified. In addition, a new body of research suggests that teaching experience and pedagogical preparation matters for student achievement when teachers have opportunities to learn from their peers in their schools over time. Working conditions seem to matter a great deal for teacher effectiveness--but which ones? This policy brief offers a powerful perspective on teaching effectiveness and teacher collaboration. Drawing on surveys and interviews of teachers in urban, high-needs schools as well as a broader research literature, the authors offer evidence to show that when teachers are given time and tools to collaborate with their peers, they are more likely to teach effectively and more likely to remain in the high-needs schools that need them most. (Contains 2 figures.).
Author: Jennifer King Rice Publisher: ISBN: Category : Education Languages : en Pages : 80
Book Description
Teacher quality is the single most important school-related factor influencing student success. The author examines the body of research on the subject of teacher quality to draw conclusions about which attributes makes teachers most effective, (experience, preparation programs and degrees, type of certification, specific coursework taken in preparation for the profession, and teachers' own test scores), with a focus on aspects of teacher quality that can be translated into policy recommendations and incorporated into teaching practice.
Author: Bryan C. Hassel Publisher: ISBN: Category : Languages : en Pages : 9
Book Description
To make dramatic improvements in all students' preparation for college and careers, states need thoughtful, intentional human capital strategies that get the right teachers in the right places in the right subjects. The need is especially acute in states that have or plan to adopt college- and career-ready academic standards and graduation requirements: they will need highly effective teachers--particularly in upper-level mathematics and science courses--capable of teaching rigorous content to all students. State policymakers are well aware that the quality of teaching is the most critical school-based factor contributing to student learning, especially for low-income and minority students. The Race to the Top criteria accordingly encourage states to adopt policies to measure the effectiveness of individual teachers and leaders use those measures to inform a range of human capital systems and decisions, ensure an equitable distribution of effective teachers and leaders, and provide high-quality support for educators and principals. If enacted, all of these policies could help a state advance its college and career readiness agenda, since that agenda will require higher and higher levels of teaching quality in order to succeed. But meeting these criteria presents special challenges in the college and career readiness context, especially when it comes to identifying, developing and deploying effective teachers at the high school level. The challenge is particularly great in high school mathematics and science, where research suggests that subject matter expertise is vital for effective teaching. The two sections presented in this paper focus on those special challenges. The first explores what states need to consider in meeting the Race to the Top's teacher effectiveness criteria at the high school level if they are committed to a college- and career-ready agenda. The second asks how states can go beyond RTTT to provide effective instruction in rigorous content to "all" students, regardless of where they go to school. While the Race to the Top criteria also encourage states to focus on improving leadership, the focus here is on high school teachers because of the specific issues teacher effectiveness poses for the college- and career-ready agenda. (Contains 1 table and 24 endnotes.).
Author: Eleanor Dougherty Publisher: ASCD ISBN: 1416614400 Category : Education Languages : en Pages : 203
Book Description
Drawing from her extensive experience as a teacher coach, author Eleanor Dougherty shows teachers and administrators how to craft high-quality assignments and helps them understand the powerful impact that assignments can have on teaching and learning.
Author: Andy Hargreaves Publisher: Teachers College Press ISBN: 0807771708 Category : Education Languages : en Pages : 241
Book Description
The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Author: Pamela Cantor Publisher: Routledge ISBN: 100039977X Category : Education Languages : en Pages : 245
Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: Catherine Pendleton Hart Publisher: Routledge ISBN: 1000429202 Category : Education Languages : en Pages : 228
Book Description
Learn how to make instructional coaching more empowering and effective by supporting teachers as learners and leaders in their own classrooms. This unique book offers a powerful assets-based coaching framework that capitalizes on teachers’ strengths, internal motivation, and professional goals. The authors provide a useful analysis of popular theories and models that ground coaching and support intentional planning; tools and strategies to help you enact the framework through ongoing coaching cycles; and examples, vignettes, and transcripts to illustrate coaching in practice. Each chapter also includes opportunities for reflection and practice to guide you along the way. Appropriate for school-and district-based coaches of all levels of experience, this book will enable you to provide a more targeted, proactive learning experience for ongoing teacher growth. With an instructional framework designed to empower teachers, increased teacher professional capacity can be expected for lasting impact on students, classrooms, schools, and communities.
Author: Barnett Berry
Author: Barnett Berry
Author: Barnett Berry
Author: Barnett Berry
Author: Jennifer King Rice
Author: Bryan C. Hassel
Author: Eleanor Dougherty
Author: Andy Hargreaves
Author: MR.SHRIPAD HARI JOSHI
Author: Pamela Cantor
Author: Catherine Pendleton Hart