Mike Petrilli interviews Dana Goldstein about her new book on teachers.
Addressing the design flaws we have identified in teacher evaluation systems will bring districts closer to achieving the primary goal of meaningful teacher evaluation: assuring greater equity in students’ access to good teachers.
Pension benefit increases have been a painless way for politicians from both parties to provide something tangible to powerful interest groups without having to pay the costs immediately.
Florida high school students taking Algebra or English I online perform at least as well on state math and reading tests as do students taking the same courses in a traditional format.
No one is seriously advocating for reducing the pensions of any individual teachers or retirees.
The trickle downward of university curricular mischief into our schools and other institutions continues unabated, and it’s not a problem that the College Board alone can solve.
On Politico’s list of fifty “thinkers, doers and dreamers who really matter,” sharing the number eight spot are E.D. Hirsch and David Coleman, the principal author of the Common Core State Standards in English Language Arts.
Contrary to claims that teacher evaluation reforms are leading to strict, one-size-fits-all policies, data suggests that local districts are implementing state-based teacher evaluation reforms inconsistently.
We are witnessing a particularly exciting breed of edtech that focuses on relationships and networks as much as academic content and assessment.
Mike Petrilli interviews Elizabeth Green about her new book on great teaching.
Course Access is still a new policy, but for many students, no matter where they live or what school they attend, it will give them a significantly greater chance to fulfill their potential.
What is the benefit conferred by preschool if there’s no school after the pre?
As states revamp their teacher evaluation systems, they continue to search for that magic number: the percentage of a teacher evaluation rating that should be based on student academic performance.
Any pedagogy, curriculum, approach, or technology has to be within the skills of ordinary teachers to implement well and effectively. If it takes a superstar teacher it’s a nonstarter.
A 1-to-1 laptop or iPad roll out is not a new instructional model. Whether a student can or cannot carry a machine around all day tells us little to nothing about a school’s actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.
Elizabeth Green’s story for Sunday’s New York Times Magazine, “Why Do Americans Stink at Math?” is a must-read. But for all the time Green spends documenting the ways Americans stink at math, she never mentions that we’ve gotten much better.
In Korea, where popular teachers become millionaires by broadcasting their lectures online, schools and families are only very slowly warming up to other kinds of online learning.
Some Tennessee districts are much better at retaining highly effective teachers than others.
Course access programs allow students to enroll in a variety of online, blended, and face-to-face courses from a wide selection of accountable providers, in addition to the courses they take through their local schools
An alternative school in Boston offers flexibility in pacing, help when students need it, and the chance to continuously reengage on material even if you didn’t master it the first time around–in all, the flexibility, support, and hope that human beings, and particularly teenagers, crave.
The power of educational technology does not come from replacing teachers, but from empowering teachers to provide better instruction.
Oakland teachers learn how to blend
Oakland teachers learn how to blend
A look at key curricular decisions that will be encountered as CCSS makes its way through the school system and the potential political controversies that this process may provoke.
Disrupting our K–12 schools or our public school districts is impossible today because there is no nonconsumption of education in this country, but helping our schools use disruptive innovation to disrupt the classroom—the way they arrange teaching and learning—is possible.
Are state pension plans a recruitment or retention incentive for teachers? It’s complicated, but many of the claims about the value of pensions don’t stand up to scrutiny.