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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 »
If you want a summary of the new study on Teach For America (TFA) and TNTP’s Teaching Fellows program, see Stephen Sawchuk for the short-ish version or Dylan Matthews for the longer version (with charts!). If you want some additional background and context, read Andy Rotherham. I’m not going to cover the study in too much detail except to point out a few things that are getting lost:NeithContinue Reading »
Let’s say you are running a school district. Would you raise teacher compensation (salaries and retirement benefits) by 5-8 percent for all of those who stay less than 20 years in exchange for lowering compensation by up to 3.4 percent for 38-year veterans?
This is essentially the question posed in a new Manhattan Institute report by Josh McGee and Marcus Winters. McGee and Winters look Continue Reading »
On the face of it, you wouldn’t think evaluating teachers would be a terribly emotional issue. After all, professionalism implies evaluation and transparency on a regular and consistent basis. Doctors answer to tissue committees and lawyers are scrutinized by their colleagues daily. Why is teacher evaluation so fraught with emotion?
Recent surveys indicate that teachers feel under siege.Continue Reading »
Yesterday I wrote about the “Stone Soup” phenomenon in early childhood education—the pressure on many early childhood organizations to try to produce something out of nothing. But there’s an equally frustrating phenomenon in the early childhood field—one that I’ll call the “Gold Standard.”
This school of thought, which emerges most frequently in national conversatContinue Reading »
For the past three years, officials in Miami-Dade County Public Schools have employed an involuntary teacher transfer program which gives school districts the power and flexibility to allocate teachers across schools with the goal of increasing school performance.
Given the involuntary nature of such programs, the potential for teachers to be treated unfairly inContinue Reading »