In St. Louis, a substantial boost to pension benefits did not boost teacher retention.
Earlier this month the Learning Policy Institute (LPI) released a report with the worrying title, “A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.”
Rather than seeing technology as either a threat to or poor substitute for teachers, we need to determine how best to use technology to enhance teachers’ capabilities.
Somewhere between 10 and 30 percent of all new teachers are hired after the school year begins.
Online learning allows educators to reach students from anywhere in the country and experts to supplement traditional teaching,
Policymakers have few useful tools to screen out “bad” teachers from the profession. The current screening tools are doing little more than unnecessarily limiting the supply of new teachers.
At least three distinct theories have been proposed about how moving away from a majority-white teacher workforce would be beneficial for students of color.
Colorado has done the right thing in making the teaching profession at least somewhat contingent on performance. The state should create a retirement system that matches that expectation.
The fragmented teacher labor market has implications for how we think about improving teacher preparation, not to mention how school districts go about hiring new teachers.
The shift from a veteran-dominated profession to one more heavily tilted toward newcomers implications for calculating average teacher salaries.
Advocates of today’s defined benefit teacher pension plans claim that these plans encourage workers to stick around and devote their lives to the profession, but there’s not much evidence that this is the case.
Traditional pension benefits aren’t portable. When a teacher moves to a new state, her previous service years don’t automatically rollover for free. Instead, she starts back at zero.
The new generation of teacher evaluations have the potential to strengthen instruction, make teaching more attractive work, and raise student achievement on a wide scale—if states and school districts stay the course on reform.
A new study looks at teacher evaluation results in 19 states that have adopted new evaluation systems since 2009.
Today’s research reinforces Coleman’s findings
How much do we know about a teacher before they enter the classroom? What about after they’ve been teaching a few years? Is any of this information strong enough to act on?
She could learn about his work linking value-added measurement (VAM) scores of teachers to their students’ long-term life outcomes
A coalition of 40 education groups is launching a campaign called TeachStrong aimed at “modernizing and elevating” the teaching profession, reports Lyndsey Layton in the Washington Post.
If the Obama Administration Wants Fewer Tests, It Will Have to Give Up On Test-Based Teacher Evaluations
Either you can reduce testing, or you can continue to demand test-based teacher evaluations in all subjects. It’s one or the other.
Two dozen deans of education schools have come together to embrace empirical validation of teacher preparation methods and accountability for student learning.
What TNTP’s report “The Mirage” gets wrong on teacher development
The root of the problem is our collective failure to even try to measure the impact professional development has on teacher performance in the first place.
Teachers suffer from low salaries while they work in exchange for the promise of better retirement savings when they leave, but for most teachers, that promise never becomes a reality.
… the results of teacher evaluations are used to give teachers better on-the-job training and meaningful opportunities for advancement.
Teachers are much more likely to move within a state than to cross state lines.