New audio podcast series: “Teachers of the Year”

A 45-part audio podcast series, produced by NWEA, the not-for-profit creator of assessment solutions, is featuring the voices of Teachers of the Year (TOY). From personal childhood stories of poverty and violence to the immense struggles that ESL students face today – these teachers share their personal and powerful accounts of the moment that crystallized Read more about New audio podcast series: “Teachers of the Year”[…]

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Making Teacher Recertification Meaningful

Recertification: It’s obscure. It’s ill-understood. It’s never studied. But most teachers have to meet these continuing education requirements every five years. A new special report from Education Week takes a hard look at recertification, posing questions about how it could be strengthened to support teachers better. The articles include an overview of the diverse provider Read more about Making Teacher Recertification Meaningful[…]

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Strategies for Building Teacher Pipelines from CCSSO

As state leaders in education, the Council of Chief State School Officers (CCSSO) aims to make sure every child has an effective teacher every year they are in school. Unfortunately, today, the education sector is facing a major challenge when it comes to the education workforce: States struggle to attract teachers to the profession, even Read more about Strategies for Building Teacher Pipelines from CCSSO[…]

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Lifelong Learners: How Redefining Professional Learning Leads to Stronger Teachers and Improved Student Outcomes

Effective teaching is the most influential factor in improving student achievement. One of the best ways to ensure students are taught by effective educators is by providing high-quality professional learning that helps teachers continuously improve and perfect their craft to meet the needs of their students. For years, many states and districts have recognized the Read more about Lifelong Learners: How Redefining Professional Learning Leads to Stronger Teachers and Improved Student Outcomes[…]

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Differences in Performance WITHIN Schools: Why So Much Greater Than in Other Countries?

Recently in a Top Performers opinion piece in Education Week, Marc Tucker explored the reasons why differences in teacher performance within schools are so prevalent in America and more rare in other countries. Excerpts from the piece appear below: According to an OECD analysis of variation of student performance in science, between-school variation accounts for Read more about Differences in Performance WITHIN Schools: Why So Much Greater Than in Other Countries?[…]

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An Accurate Look at Teacher Turnover Data

NCTQ recently took a closer look at the teacher turnover data in a report titled NCTQ Clears Up Latest “Crisis” in Teaching: An Accurate Look at Teacher Turnover Data. Some are claiming that teacher turnover is the latest crisis affecting the “national” teacher shortage, but NCTQ researchers find that some often repeated statistics are wrong Read more about An Accurate Look at Teacher Turnover Data[…]

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Retaining Minority Teachers in Schools where Most of their Colleagues are White

Minorities continue to be largely underrepresented among elementary and secondary teachers relative to the racial and ethnic composition of the nation’s student body, and tend to be concentrated in urban, high-minority schools. This means that many nonwhite or Hispanic students who attend schools with few minority teachers lack valuable role models. Many studies find that Read more about Retaining Minority Teachers in Schools where Most of their Colleagues are White[…]

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The State of the Nation’s Social Studies Educators

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[…]

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Mentors for New Teachers Found to Boost Student Achievement—by a Lot

The final results from a U.S. Department of Education Investing in Innovation (i3) analysis has found that the New Teacher Center’s teacher induction model increases student learning by up to five months. These third-party evaluation results show that the NTC induction model yields statistically significant gains in student learning. The teacher induction model increases student Read more about Mentors for New Teachers Found to Boost Student Achievement—by a Lot[…]

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What Teens Want From Their Schools

Among high school students who consider dropping out, half cite lack of engagement with school as a primary reason, and 42 percent say that they don’t see value in the schoolwork they are asked to do. In What Teens Want from Their Schools: A National Survey of High School Student Engagement, the Thomas B. Fordham Read more about What Teens Want From Their Schools[…]

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How Teacher Stress Affects Students

Sarah Sparks, writing for Education Week, reviews the research on teacher stress and how it can impact students. Excerpts of her piece appear below: In one 2016 study, University of British Columbia researchers tracked the levels of stress hormones of more than 400 elementary students in different classes. They found teachers who reported higher levels Read more about How Teacher Stress Affects Students[…]

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How DC Schools Are Revolutionizing Teaching

When most people think of school reform in the Dis­trict of Columbia, they probably remember the Time maga­zine cover photo of former Chancellor Michelle Rhee with a broom in her hand and a hard look on her face. In leading the school system from 2007 to 2010, she was the polar­izing public image of a Read more about How DC Schools Are Revolutionizing Teaching[…]

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Learning from Mixed Results: What’s Next for Teacher Professional Development?

Research from three studies has found that intensive, content-focused professional development (PD) improved teachers’ knowledge and some aspects of their practice, but did not improve student achievement. The studies are summarized by AIR in its brief, Does Content-Focused Teacher Professional Development Work? The PD examined in the three studies emphasized building teachers’ content knowledge and Read more about Learning from Mixed Results: What’s Next for Teacher Professional Development?[…]

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Meta-Analysis of Teacher Coaching

A new study authored by researchers from Brown and Harvard universities points to one promising strategy for helping current teachers improve: one-on-one coaching. Teacher coaching has emerged as a promising alternative to traditional models of professional development. Authors reviewed the empirical literature on teacher coaching and conducted meta-analyses to estimate the mean effect of coaching Read more about Meta-Analysis of Teacher Coaching[…]

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Great Districts for Great Teachers

Eight school districts just became the nation’s first-ever Great Districts for Great Teachers. This new honor, developed by the National Council on Teacher Quality (NCTQ), recognizes districts for their exceptional programs and policies on recruiting, encouraging, supporting, and retaining great teachers. The winners are: Boston Public Schools; Broward County Public Schools; Denver Public Schools; District Read more about Great Districts for Great Teachers[…]

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Study Finds Positive Impacts of Retired Educators to Support New Teachers

A new study finds that using retired educators to mentor and support new teachers can be a cost effective strategy to improve math achievement. Regional Educational Laboratory Central worked with Aurora Public Schools in Colorado to conduct a randomized controlled trial study in the 2013-14 and 2014-15 school years during implementation of the district’s innovative Read more about Study Finds Positive Impacts of Retired Educators to Support New Teachers[…]

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