How much of the problem lies in our teaching, and what’s to be done about it?
Teach for America has notified its partner districts that it is on track to train a smaller corps of teachers this year, possibly falling short of demand for its teachers by 25 percent.
In the fantasy world that the National Institute on Retirement Security has created, state pension plans do a bang-up job of delivering benefits to workers. That’s just not the reality of the world we live in.
Mike Petrilli interviews Dana Goldstein about her new book on teachers.
The New Jersey Department of Education has produced a report on the status of its new teacher evaluation efforts.
Given their steady revenues, credentialing authority, political relationships, and millions of alumni not much interested in major change, “blowing up” the existing schools of education is just not a viable option. It’s not even a desirable one.
A court ruling is potentially very problematic for new teachers and those who aren’t yet teaching.
If teachers are the most-important in-school factor for student growth, we certainly don’t act like it.
There is now substantial evidence that value-added estimates capture important information about the causal effects of teachers and schools
A common perception about how we pay public sector workers is fundamentally flawed.
On Monday, the Philadelphia School Reform Commission shocked the city by announcing that it would unilaterally cut health care benefits to city teachers rather than continue to negotiate with the teacher’s union.
While most TFA teachers may not realize it, almost all are losing out on retirement benefits for their time in the classroom.
Data from North Carolina suggest that principals are not using the four-year period before teachers qualify for tenure to identify and remove their lowest performers.
Charter schools and their teachers pay the same high employer and employee contribution rates as all other schools, but higher turnover rates mean their teachers will get much less in return.
The Empire Center and several other organizations have published a database of New York teacher and administrator pensions that lists the pensions and service years of every member.
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.
No one is seriously advocating for reducing the pensions of any individual teachers or retirees.
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.
Mike Petrilli interviews Elizabeth Green about her new book on great teaching.
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.
Some Tennessee districts are much better at retaining highly effective teachers than others.