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With Education Secretary Arne Duncan’s announcement of the Excellent Educators for All initiative earlier this month, putting excellent principals at the helm of high-need schools remains critical. Because turning around the nation’s chronically low-performing schools continues to perplex teachers, school and district leaders, and policymakers, let’s consider the experiences and lessons learnedContinue Reading »
This is the second of two blog posts about two new studies from AIR researchers and collaborators on the use of classroom observations for teacher evaluation.
Most press coverage about new teacher evaluation systems focuses on student growth (or value-added) measures based on student test scores. But even in districts that use such measures, a teacher’s performance appraisal still depenContinue Reading »
This is the first of two blog posts about two new studies from AIR researchers and collaborators on the use of classroom observations for teacher evaluation.
Anyone who has spent time looking in on a classroom knows how much a visitor can learn about the teacher and the class. It provides an opportunity to see the teacher in action, and appreciate the skills needed to work with his or heContinue Reading »
How do good teachers transform into great ones? What are the experiences, supports, and motivators that drive good teachers into continually evolving, seeking out meaningful learning experiences, and leading such learning for others?
These questions are central to states’ efforts to ensure that all students have great teachers. They also are the crux of a survey study report recently lauContinue Reading »
“We are real people living real lives . . .”
“We’re not dangerous . . .“
“All we want is for people to see us . . .”
Morehouse, a historically black, all male college in Atlanta, provided a particularly appropriate setting last month for a well received and often cathartic airing of the challenges, frustrations—and supports desired—by young African American males as they naContinue Reading »
Career and technical education teachers (labeled Vocational/Technical in the charts below) make up about 11 percent of all public high school teachers across the country, according to 2011-2012 data from the U.S. Department of Education’s National Center for Education Statistics (NCES). There are over 125,000 career and technical education teachers. Nearly 42 percent of these teachers are age 5Continue Reading »
One size does not fit all when it comes to Career and Technical Education (CTE) teacher evaluation.
CTE teachers instruct in a number of fields (from health sciences and engineering to design and culinary services) and in a wide variety of settings (from typical middle or high school classrooms, to special in-school labs, to full technical high schools). Almost all states require that cContinue Reading »
More than 7 million high school and middle school students in Career and Technical Education programs—and their 140,000 teachers—are celebrating Career Technology Education Month in February.
A recent report by Catherine Jacques and Amy Potemski from AIR’s Center on Great Teachers & Leaders focused on the importance of strong CTE educators.
“CTE teachers are uniquely positioneContinue Reading »
Fairness is a core American value. Last week, President Obama spoke eloquently about fairness and why it matters if all Americans are to realize their dreams of decent lives for themselves and their children.
President Obama talked about growing our economy faster and linked this goal to empowering “more Americans with the skills and education they need to compete in a highly competitiveContinue Reading »
In 2009, just as teacher evaluation became a federal policy focus, the District of Columbia Public Schools launched its new teacher evaluation system. The IMPACT system exemplifies the use of “multiple measures” of teacher performance as a basis for personnel decisions such as teacher compensation and dismissal. A new study by Thomas Dee and James Wyckoff asserts that some of IMPACT’s “carrots Continue Reading »