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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: 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: Jim Horn Publisher: IAP ISBN: 1623963931 Category : Education Languages : en Pages : 286
Book Description
With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures. After providing the political and cultural contexts for the rise of the testing accountability movement in the 1960s that culminated almost forty years later in No Child Left Behind and Race to the Top, this book then moves on to provide a policy history and social policy analysis of value-added testing in Tennessee that is framed around questions of power relations, winners, and losers. In examining the issues and exercise of power that are sustained in the long-standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value-added assessment in Tennessee, a fine-grained and contemporary case is provided within that larger context. The last half of the book provides a detailed survey of the research based critiques of value-added methodology, while detailing an aggressive marketing campaign to make value-added modeling (VAM) a central component of reform strategies following NCLB. The last chapter and epilogue place the continuation of test-based accountability practices within the context of an emerging pushback against privatization, high stakes testing, and other education reforms. This book will be useful to a wide audience, including teachers, parents, school leaders, policymakers, researchers, and students of educational history, policy, and politics.
Author: Rachael Elisabeth Gabriel Publisher: ISBN: Category : Effective teaching Languages : en Pages : 230
Book Description
Teacher effectiveness has been a rallying cry for education reform over the last decade. The push for policies that aim to increase teacher effectiveness, fire ineffective teachers and recruit or retain effective teachers unite educational stakeholders; yet, specific, operational definitions of effectiveness remain elusive and divisive. It is easy to say that teacher effectiveness is the single most important factor in student achievement, but difficult to say what it means to be effective. In this study I take up a Critical Discursive Psychology (Wetherell, 1998) approach to the text of the current Framework for Teacher Evaluation and Professional Growth in Tennessee and the talk of the Teacher Evaluation Advisory Committee (TEAC)- a 15-member committee appointed to craft a new evaluation policy with Race To The Top funds under the First To the Top Act. My findings suggest that there are polarized interpretative repertoires available for talking and making sense of effectiveness in teaching. These ways of talking about teaching create conflicts and dilemmas within conversations that are managed in patterned ways. Within the talk of the TEAC, patterns in the way dilemmas are managed within conversations include evading and dividing decisions points in ways that support a self-extending system of education reform. My findings suggest that teacher effectiveness is constantly being constructed within conversations, rather than being a single idea that can be singularly and authoritatively defined and handed down. As such I argue that teacher effectiveness policies must purposefully engage individuals at all levels of policy and practice in ongoing conversations about effectiveness in teaching and the evaluation of teaching in order to mediate the unintended consequences of tools for evaluation, and to develop a shared vision of excellence for collaborative progress.
Author: Alyson L. Lavigne Publisher: Routledge ISBN: 1317248392 Category : Education Languages : en Pages : 194
Book Description
Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress could actually work. Covering inaccurate narratives about schools and student achievement, evidence for teacher effectiveness, and the history and repercussions of Race to the Top, this book culminates with a proposal for future research and policy initiatives that more accurately and more equitably prioritize the measurement and improvement of teaching and learning. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools.
Author: Alyson L. Lavigne Publisher: Routledge ISBN: 1317692268 Category : Education Languages : en Pages : 173
Book Description
In response to Race to the Top, schools nationwide are rapidly overhauling their teacher evaluation processes. Often forced to develop and implement these programs without adequate extra-institutional support or relevant experience, already-taxed administrators need accessible and practical resources. Improving Teaching through Observation and Feedback brings cutting-edge research and years of practical experience directly to those who need them. In five concise chapters, Thomas Good and Alyson Lavigne briefly outline the history of RttT and then move quickly and authoritatively to a discussion of best practices. This book is a perfect resource for administrators reworking their processes for new evaluation guidelines.
Author: Meredith I. Honig Publisher: State University of New York Press ISBN: 0791481433 Category : Education Languages : en Pages : 302
Book Description
Provides the most up-to-date and comprehensive review of contemporary research in education policy implementation. A companion to Allan R. Odden’s Education Policy Implementation, also published by SUNY Press, this book presents original work by a new generation of scholars contributing to education policy implementation research. The contributors define education policy implementation as the product of the interaction among particular policies, people, and places. Their analyses of previous generations of implementation research reveal that contemporary findings not only build directly on lessons learned from the past, but also seek to deepen past findings. These contemporary researchers also break from the past by seeking a more nuanced, contingent, and rigorous theory-based explication of how implementation unfolds. They argue that researchers and practitioners can help improve education policy implementation by not asking simply what works, but rather focusing their attention on what works, for whom, where, when, and why. Meredith I. Honig is Assistant Professor of Educational Leadership and Policy Studies at the University of Washington at Seattle.
Author: Learning Point Associates Publisher: ISBN: Category : Languages : en Pages : 20
Book Description
Through the American Recovery and Reinvestment Act (ARRA) of 2009, a significant amount of funding has been targeted to improve state and local education systems. The Race to the Top Fund in particular is providing $4.35 billion in competitive grants for states. The U.S. Department of Education designated two phases for the Race to the Top grant competition. For Phase 1, the Education Department received a total of 41 applications--from 40 states and the District of Columbia. The Council of Chief State School Officers (CCSSO) and Learning Point Associates conducted a preliminary review of the 41 Phase 1 Race to the Top applications and identified key questions related to CCSSO's strategic initiatives. These questions, focusing on several themes across the applications that provide useful information to states and districts considering systemic education reform, were used as a framework for data collection. The preliminary review of the 41 applications resulted in some interesting findings about state methods of teacher evaluation. These findings are discussed in this brief. Two appendices are included: (1) Resources for Evaluating Teacher Effectiveness; and (2) Selection Criteria in the Race to the Top Application. (Contains 3 figures.).
Author: David L. Kirp Publisher: Oxford University Press ISBN: 0199391092 Category : Education Languages : en Pages : 271
Book Description
In Improbable Scholars, David L. Kirp challenges the conventional wisdom about public schools and education reform in America through an in-depth look at Union City, New Jersey's high-performing urban school district. In this compelling study, Kirp reveals Union's city's revolutionary secret: running an exemplary school system doesn't demand heroics, just hard and steady work.
Author: Alyson Leah Lavigne Publisher: Routledge ISBN: 1135093253 Category : Education Languages : en Pages : 204
Book Description
Following the recent major school reform of Race to the Top, schools, teachers, and students are increasingly evaluated through high-stakes achievement test scores. In six concise chapters, Teacher and Student Evaluation explores the historical rise and modern landscape of accountability in American education, and the current models of teacher evaluation. The authors provide realistic and useful suggestions for responding to current accountability demands. The authors explore the methodological concerns and policy implications of using value-added and observational measures to make high-stakes decisions. After reaching the conclusion that these contemporary evaluation practices are flawed, Alyson Lavigne and Thomas Good offer possible solutions that inform current and future teacher evaluation. This book is a valuable resource for students of educational assessment as well as policy makers, administrators, and teachers who are currently building accountability plans. The book is written in an accessible but authoritative fashion that practitioners, policymakers, and scholars will find useful.
Author: W. James Popham Publisher: Corwin Press ISBN: 1452260850 Category : Education Languages : en Pages : 201
Book Description
What's wrong with today's teacher-evaluation systems-and how to improve them Unsound teacher evaluation practices lead to misinformed decisions regarding strategies for student learning, resulting in negative effects to students. Education measurement and evaluation expert W. James Popham critiques what is wrong with many existing teacher-evaluation systems and offers an alternate system that respects the professionalism and dignity of teachers. Popham argues that, because teaching is a very situation- specific profession, the use of any paint-by-numbers, one- size-fits-all teacher evaluation system is patently absurd. Rather, the only defensible approach to teacher evaluation is to base it on collegial judgment, that is, on the evaluative conclusions of experienced teachers who have been specifically trained and formally certified to carry out this function. This book discusses: Key strengths and weaknesses of prominent teacher-evaluation evidence How to improve a flawed teacher-evaluation program The merits of a teacher evaluation program based on "evidence-governed collegial judgment
Author: Bryan C. Hassel
Author: Bryan C. Hassel
Author: Jim Horn
Author: Rachael Elisabeth Gabriel
Author: Alyson L. Lavigne
Author: Alyson L. Lavigne
Author: Meredith I. Honig
Author: Learning Point Associates
Author: David L. Kirp
Author: Alyson Leah Lavigne
Author: W. James Popham