Teachers of Color: In High Demand and Short Supply

The Learning Policy Institute has examined national data and recent research on the barriers teachers of color face to both entering and staying in the profession. Their new report, Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color, includes recommendations intended to help policymakers increase teacher workforce diversity-an especially important strategy to Read more about Teachers of Color: In High Demand and Short Supply[…]

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Early-Career Teachers’ Preparation and Support

In school year 2011-12, the majority of early-career teachers (i.e., teachers who had taught for five or fewer years) in public schools reported that they were well prepared for a range of instructional duties in their first year of teaching. The National Center for Education Statistics released a new Statistics in Brief report entitled “Preparation Read more about Early-Career Teachers’ Preparation and Support[…]

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Teacher Coaching Can Boost Instruction and Student Achievement. But Can It Be Scaled Up?

One-on-one teacher coaching generates meaningful improvements to both classroom instruction and student achievement, according to a newly published meta-analysis of existing research. But there’s a tricky caveat: Efforts to expand coaching programs on a wider scale might only dilute their value, the authors find. Key takeaways from this study include the following: Coaching programs tend Read more about Teacher Coaching Can Boost Instruction and Student Achievement. But Can It Be Scaled Up?[…]

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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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Professional Development Activities of U.S. Public School Teachers

A new report from the National Center for Education Statistics provides a snapshot of teacher professional development among U.S. public school teachers. The report uses data collected through the 2011–12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional development activities. The Read more about Professional Development Activities of U.S. Public School Teachers[…]

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Establishing and Sustaining Networked Improvement Communities

Networked improvement communities are a relatively new type of collaborative research partnership between researchers and educators. With facilitation from researchers, educators identify problems of practice, the factors that drive the problems, and promising solutions. They then engage in iterative cycles of designing, implementing, testing, and redesigning solutions, while learning from variation across the settings in Read more about Establishing and Sustaining Networked Improvement Communities[…]

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Teacher Action Research Prize

The annual Yale-Lynn Hall Teacher Action Research Prize recognizes and supports the leadership of teachers who continually work to improve their practice through action research. The School of Management (SOM) Education Leadership Conference is seeking applications from educators who are trying new lessons, modes of content delivery, or types of activities to improve student outcomes. Read more about Teacher Action Research Prize[…]

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Why I Plan to Stay in Teaching

A recent Education Week blog written by teacher Justin Minkel offers up a counterpoint to those articles that explain why teachers leave the profession. He begins with a poignant introduction: I groan each time another “Why I Quit Teaching” story pops up in my Facebook feed. These columns by teachers who decided to leave teaching are often confessional, Read more about Why I Plan to Stay in Teaching[…]

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Collaborative Inquiry in MNPS

Each month in Core Education’s issue brief, we post a call for commentary. We always enjoy hearing great ideas from our readers! Recently, we had the pleasure of speaking with Margie Johnson of Metropolitan Nashville Public Schools (MNPS) about an innovative approach to collaborative inquiry that the district is implementing. Through a partnership with REL Read more about Collaborative Inquiry in MNPS[…]

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Beyond Teacher Quality

  The Shanker Institute recently published commentary on the Beyond PD: Teacher Professional Learning in High-Performing Systems report from the Learning First Alliance and the International Center for Benchmarking in Education at the National Center for Education and the Economy. This blog covered that report here (http://www.coreeducationllc.com/blog2/more-teaching-less-learning/) and here (http://www.coreeducationllc.com/blog2/professional-development-transformed/). As a review, the paper Read more about Beyond Teacher Quality[…]

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April Issue Brief: Teacher Collaboration

Effective teacher teams can produce a variety of positive outcomes, from increased student achievement, to improved school climate, to high levels of teacher resilience and retention. But cultivating effective teacher collaboration is more complex than simply assigning a common planning period to a group of teachers. In this month’s issue brief, we explore best practices Read more about April Issue Brief: Teacher Collaboration[…]

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Teachers and Professional Collaboration

Recently guest author on the Shanker Institute blog, Andy Hargreaves, reflected on research-proven methods for promoting professional collaboration among teachers. An excerpt appears below: When teachers collaborate rather than work entirely alone, they show greater confidence and competence in teaching and stronger commitment to their profession. This is because they have access to their colleagues’ Read more about Teachers and Professional Collaboration[…]

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What Makes Teacher Collaboration Work?

A  recent blog by the Albert Shaker Institute examines the inner workings of what is effective and what is not effective when it comes to teacher collaboration. The blog starts off with an attention-grabbing introduction: You’ve probably attended meetings that were a waste of your time. Perhaps there was no agenda. Perhaps the facilitator of Read more about What Makes Teacher Collaboration Work?[…]

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Center for Teaching Quality: How do teachers really learn?

How do teachers learn? What are the implications of teacher learning (or the lack thereof) for students? What is the value of a teacher who really learns? During the month of November, members of the CTQ Collaboratory tackled these questions and more during a round table discussion centered on the topics of professional development, personalized Read more about Center for Teaching Quality: How do teachers really learn?[…]

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Tuition-Free Summer Programs for Teachers

The National Endowment for the Humanities (NEH) is offering and funding tuition-free programs for school and college educators. These programs are for one to five weeks and focus on important topics, texts, and questions in the humanities. In addition, they can be used to: enhance intellectual vitality and professional development of anyone who participates, build Read more about Tuition-Free Summer Programs for Teachers[…]

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In Case You Missed It!

November Issue Brief: Educator Networks

How do you solve big problems in education in a way that honors the knowledge and expertise of educators in a methodologically rigorous way? How can what’s working in individual classrooms and schools be used to address problems on a larger scale?  Educator Networks, or Networked Improvement Communities, are groups of educators who assemble to Read more about November Issue Brief: Educator Networks[…]

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