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.
The power of educational technology does not come from replacing teachers, but from empowering teachers to provide better instruction.
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.
We’re in a period of profound change in teacher-union leadership, with more combative leaders in ascendance, But what the unions really need are leaders able to craft winning platforms with a new orientation.
The relative weakness of novice teachers is not proof of poor teacher preparation.
Ask a teacher about his or her first year in the classroom and you’ll hear, either with a smile or a shudder, how “nothing prepared me for my first year as a teacher.”
Addressing a Leading Educators conference, Arne Duncan says we need to give teachers more opportunities to influence education policy without having to leave their teaching jobs.
Tenure laws that protect grossly ineffective teachers actually harm better teachers, who are unfairly tarnished by association with unquestionably bad teachers.
Tenure is just one part of a dysfunctional approach to human resource management in U.S. schools that needs a complete overhaul.
Early, irreversible decisions about teacher tenure have real costs for students and ultimately all of society.