Writing for CRPE’s Thinking Forward collection of essays, authors Michael DeArmond, Christine Campbell and Paul Hill have published a piece that explores new teacher roles that enable teachers to focus on soft skills and personalization. Excerpts of the piece appear below: Above all, emerging ideas from the field about how to make teaching more doable Read more about The Uncertain Future of Teaching[…]
On the path to strengthen teacher pipelines, support excellent teaching and improve retention, many states have developed opportunities for teacher leadership and advancement. While most states offer advanced licenses to encourage ongoing learning and growth within the teaching profession, many are now also including supports and incentives to encourage more teachers to become leaders in Read more about 50-State Comparison: Teacher Leadership and Licensure Advancement[…]
Teaching is one of very few professions that expects new employees to be masters of their craft — where they handle all of the responsibilities of long-serving veterans — on their first day on the job. Historically, new teachers have received limited exposure to life in the classroom. Even today, most traditional preparation programs require Read more about Realizing the Potential of Teacher Residencies[…]
Recently in Marc Tucker’s blog for the National Center on Education and the Economy, he explored the concept of professionalizing teaching, claiming that it requires an occupational overhaul, not just salary increases for the same occupation. Excerpts of the piece appear below: It costs no more to run a high-performance education system that produces high Read more about Marc Tucker on Professionalizing Teaching[…]
In order for a school reform effort to succeed, it must be owned by teachers. Those responsible for change must have a voice in creating and directing that change: teachers cannot be viewed as simply the implementers. In Core Education’s April issue brief, we discuss lessons learned from successful implementation efforts that have privileged teacher Read more about April Issue Brief: Empowered Educators[…]
How can schools begin to address all their students’ individual learning needs? Blended learning is increasingly part of the answer schools consider, but what about a broader rethinking of how schools are organized and staffed? Public Impact and the Clayton Christensen Institute have been taking a close look at eight schools/school networks serving disadvantaged populations Read more about School Staffing Innovations[…]
Developments in artificial intelligence (AI) technology have already begun to revolutionize countless fields. Education is no exception. Tom Vander Ark recently authored a report, “Ask About AI: The Future of Work and Learning“ and released it via Getting Smart, the digital consulting firm he started. The following mark five important takeaways on how AI will Read more about Artificial Intelligence: The Future of Work and Learning[…]
Recently on the Brookings blog, authors Michael Hansen and Diana Quintero reviewed the data and put together a profile of the American social studies educator. Excerpts of their post appear below: To get a glimpse of the social studies teacher workforce in the U.S., we look to data from the 2011-12 Schools and Staffing Survey Read more about The State of the Nation’s Social Studies Educators[…]
Public Impact has released a new suite of tools that guide districts and schools to achieve excellence in teaching and learning as Opportunity Culture schools. The tools are based on four years of data that illuminate what school designs and implementation actions work, and what do not, to achieve strong student learning and teacher satisfaction. Read more about How Districts & Schools Can Ensure Strong Learning, Teacher Satisfaction[…]
Rick Hess, of the American Enterprise Institute, has released two 60-second videos discussing school reform. “The solution of little ‘r’ school reform” If onerous regulations don’t improve education, what will? Rick Hess, AEI’s Director of Education Policy Studies, says that empowering teachers to make decisions is the way to high-performing schools. View the video here: Read more about Two 60-Second Videos on School Reform with Rick Hess[…]
Karin Klein writes in the Los Angeles Times about a new initiative funded by the Cotsen Foundation for the Art of Teaching that seeks to improve teaching and learning through intensive mentoring by master teachers. She writes: Creating better teachers is more complicated — and more expensive — than claiming we can drastically improve education Read more about The Art of Teaching[…]
The Coalition for Teaching Quality, a group of more than 100 national, state and local teacher, principal, civil rights, disability, rural, youth, higher education, and related education advocacy organizations has released three consensus policy papers to help inform state and district implementation of ESSA. Building a Strong and Diverse Teacher and Principal Recruitment Read more about CTQ Releases Consensus Papers[…]
At the end of every interview, there comes a time when the principal asks the prospective teacher, “Do you have any questions for me?” Cristie Watson advises in Education Week Teacher that the following five questions are appropriate to ask (and the answers provide important information for new teachers): What support can I expect to Read more about Five Questions New Teachers Should Ask and Schools Should Be Able to Answer[…]
AFT’s Barnett Berry and Kim Farris-Berg have produced an article that details the history of teacher-powered schools, the research supporting these innovative models, and examples of successful implementations. An excerpt appears below: The Center for Teaching Quality and Education Evolving have created the Teacher-Powered Schools Initiative to raise awareness of the opportunity for teachers to Read more about Teacher-Powered Schools[…]
Brian Kisida and Anna Egalite, in Real Clear Education, write about the potential positive effects on increasing teacher diversity that they discovered through recent research. An excerpt from their post appears below: It’s long been touted that for students, having teachers that look like them leads to higher test scores. But that’s not the whole Read more about Increasing Teacher Diversity Could Be a Game-Changer for Students’ Attitudes[…]
Tara Kini and Anne Podolsky of the Learning Policy Institute, ask, “Do teachers plateau early in their career or do they continue to grow and improve as they gain experience?” Through a review of research, these authors reexamine this critical question using advanced research methods. Based on a review of 30 studies published within the Read more about Does Teaching Experience Increase Teacher Effectiveness?[…]