The Key to Helping Students Right Now Is to Invest in Teachers’ Well-Being

Posted on May 25, 2022May 22, 2022 by coreeducation

Writing for the 74, Candice Bobo, DC Executive Director of Rocketship Public Schools, provides a perspective that the best way to help students is to support their teachers. Excerpts from the piece appear below: The pandemic, plus the current socio-political climate, has compounded everything that was already hard about teaching in public schools. So it’s Read more about The Key to Helping Students Right Now Is to Invest in Teachers’ Well-Being[…]

Agency by Design: Making Learning Engaging

Posted on May 4, 2022May 3, 2022 by coreeducation

The global COVID-19 pandemic pulled back the curtain on the growing need for greater student agency and student engagement. As we rethink the future of education in a post-pandemic world, learner agency must be at the center of learning designs and learning models so that we can support students anytime, anyplace, and at any pace. Read more about Agency by Design: Making Learning Engaging[…]

PROOF POINTS: Researchers blast data analysis for teachers to help students

Posted on April 12, 2022April 4, 2022 by coreeducation

Writing for the Hechinger Report, Jill Barshay surveyed the difficulties in providing data to teachers and expecting instructional improvement. Excerpts of the piece appear below: Teachers are spending a lot of time talking about student data. In a 2016 survey by Harvard’s Center for Education Policy Research, 94 percent of middle school math teachers said Read more about PROOF POINTS: Researchers blast data analysis for teachers to help students[…]

Black, Latino Students Disproportionately Taught by Inexperienced, Uncertified Teachers

Posted on February 23, 2022February 22, 2022 by coreeducation

Writing for The 74, Marianna McMurdock recently reviewed new research that shows that Black and Latino students are disproportionately taught by inexperienced, uncertified teachers. Excerpts of the piece appear below: Across the country, schools serving predominantly Black students have 5 percent more novice teachers than schools with fewer Black students, according to analysis from education Read more about Black, Latino Students Disproportionately Taught by Inexperienced, Uncertified Teachers[…]

Restoring Teachers’ Efficacy

Posted on February 17, 2022February 13, 2022 by coreeducation

A new piece from ASCD highlights a “pernicious dynamic” that is emerging from the pandemic: a loss of teachers’ professional efficacy. Highlights of the piece appear below: Amid the mix of emotions stirred in teachers by the sudden shift to online learning was a profound sense of helplessness (Bintliff, 2020). Feeling powerless dampens teachers’ sense Read more about Restoring Teachers’ Efficacy[…]

Classroom Observations Biased Against Male, Black Teachers, Research Suggests

Posted on February 16, 2022February 13, 2022 by coreeducation

Recently in The 74, Kevin Mahnken reviewed a study out of Tennessee that shows that classroom observations, utilized for teacher effectiveness determinations, show evidence of racial and gender bias against male and Black teachers. Excerpts of the piece appear below: Significant bias has contributed to lower classroom observation scores for thousands of teachers in Tennessee Read more about Classroom Observations Biased Against Male, Black Teachers, Research Suggests[…]

Using Classroom Simulators to Transform Teacher Preparation

Posted on February 10, 2022February 6, 2022 by coreeducation

A new piece from the Brown Center Chalkboard reviews innovations in teacher preparation taking place at the University of Virginia that make the most of classroom simulators. Excerpts appear below: In teacher preparation, simulated practice is designed to complement—not to replace—student-placement experiences. However, it also has the potential to powerfully address “experience gaps” that we Read more about Using Classroom Simulators to Transform Teacher Preparation[…]

Teacher Professional Development Is in a Rut, but Better Research Can Help

Posted on January 19, 2022January 17, 2022 by coreeducation

For years, researchers have found teacher professional development programs to be largely ineffective. But a new and growing body of research suggests that professional learning, done well, can both increase teacher morale and raise student outcomes. This means it is: Grounded in the content and curriculum of the teachers receiving it; Dependent on the expertise Read more about Teacher Professional Development Is in a Rut, but Better Research Can Help[…]

Scaling the Site Coordinator Role

Posted on January 12, 2022January 1, 2022 by coreeducation

As educator preparation programs prepare teacher candidates to be successful in the classroom on day one, they recognize that they must anchor that preparation in teacher residencies – high-quality clinical experiences where candidates receive a full year of practice under an experienced, highly effective mentor teacher in a K-12 classroom. What’s more, these experiences optimally Read more about Scaling the Site Coordinator Role[…]

What Science Says about Helping Students Catch Up after COVID Closures

Posted on November 18, 2021November 14, 2021 by coreeducation

Writing for The 74, Jill Barshay recently reviewed the evidence behind COVID-19 recovery efforts in schools. Excerpts of the piece highlighting the most promising interventions appear below: Tutoring Research points to intensive daily tutoring as one of the most effective ways to help academically struggling children catch up. A seminal 2016 study sorted through almost Read more about What Science Says about Helping Students Catch Up after COVID Closures[…]

Using Evidence to Support Innovation in Teacher Professional Development

Posted on October 21, 2021October 18, 2021 by coreeducation

A new research-and-development partnership, led by AIR, focuses on an innovative program for K-12 teacher professional development. With support from a federal Education Innovation and Research grant, AIR is helping two organizations at the forefront of K-12 teacher professional development—The Danielson Group and Learning Forward—to develop, refine, and test the Professional Learning With Impact program. Read more about Using Evidence to Support Innovation in Teacher Professional Development[…]

State Efforts to Promote Equitable Access to Effective Teachers

Posted on October 14, 2021October 12, 2021 by coreeducation

In recent years, federal education programs and policies have increasingly focused on teacher quality as a means for closing achievement gaps, in part by directing states to measure teacher qualifications and performance and to promote equitable access to qualified and effective teachers among schools within a district. A new report by Andrew Wayne, Courtney Tanenbaum, Read more about State Efforts to Promote Equitable Access to Effective Teachers[…]

Rethinking Teacher Certification to Employ K-12 Adjunct Teachers

Posted on October 12, 2021October 12, 2021 by coreeducation

Recently, AIR published a report from Keri Ingraham, fellow at Discovery Institute, focused on the possibility of using adjunct teachers for K-12 classrooms for limited roles. Excerpts from this intriguing piece appear below: Trends in higher education tend to trickle down to K–12 schools over time. In the K–12 setting, adjunct teachers could be hired Read more about Rethinking Teacher Certification to Employ K-12 Adjunct Teachers[…]

Driven by Data: Using licensure tests to build a strong, diverse teacher workforce

Posted on October 5, 2021October 4, 2021 by coreeducation

With the release of data never before published, NCTQ focuses on a uniquely challenging point of teacher certification: licensure tests. Their report, Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce, raises many important considerations around the use of licensure exams and their results. After a careful analysis of available data, Read more about Driven by Data: Using licensure tests to build a strong, diverse teacher workforce[…]

September Issue Brief: Teacher Leadership

Posted on September 28, 2021September 26, 2021 by coreeducation

There is no doubt that teachers exert an incredible influence on students and their learning. But what if teachers hold the key to school and district-wide reform as well? In Core Education’s September Issue Brief, we explore the many ways schools and districts are offering exceptional teachers opportunities to share their knowledge and extend their Read more about September Issue Brief: Teacher Leadership[…]