Improving Teacher Quality E-Book

Sabrina W. Laine

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 226

Veröffentlichungsjahr: 2010

Beschreibung

Techniques for the difficult task of improving teacherquality No one stakeholder group can realize lasting change on theirown; nor can any reform initiative focusing on just one type ofstrategy create the workplace conditions needed to truly buildcapacity within the education profession. Rather, stakeholders mustfocus on collaborating, reaching common understanding, andprioritizing for ultimate impact on the quality of teachers andteaching. This book discusses research and concrete examples ofpractice tied to teacher quality intended to improve eight keyinterrelated factors: Preparation; Recruitment; Hiring; Induction;Professional Development; Compensation and Incentives; WorkingConditions; and Performance Management. * Offers a framework and strategies for understanding the issuesthat make up the teacher quality question * Written for educational leaders, superintendents, districtadministrators, teacher leaders, and principals, as well aspolicy-makers and other stakeholders * Filled with illustrative examples teacher quality The author addresses the most important factor that affectsstudent achievement-the quality of the teacher.

Leseprobe

Table of Contents

Cover

About Learning Point Associates

Copyright page

Figures and Rubrics

The Authors

Introduction

CHAPTER ONE Teachers and Leaders in Schools

The Conditions That Support Effective Teachers and Leaders

OVERVIEW

CREATE A POSITIVE, COLLABORATIVE, AND TEAM-ORIENTED SCHOOL CULTURE THAT FACILITATES EFFECTIVE TEACHING

ENGAGE FAMILIES AND THE COMMUNITY IN A MEANINGFUL AND GENUINE WAY

ENSURE THAT TEACHER WORKLOADS ARE REASONABLE

ENSURE THAT SCHOOLS ARE SAFE, CLEAN, AND APPROPRIATELY EQUIPPED FOR EFFECTIVE TEACHING

CHAPTER TWO Getting the Right People on the Bus

How School Districts Manage Teacher Recruitment, Hiring, and Placement

OVERVIEW

HIRE THE BEST POSSIBLE CANDIDATES

DISTRIBUTE TEACHERS APPROPRIATELY AND EQUITABLY ACROSS SCHOOLS AND CLASSROOMS

IF THE POOL OF EXCELLENT APPLICANTS IS TOO SHALLOW, WORK TO WIDEN THE POOL

IF OUTSTANDING APPLICANTS ARE NOT ACCEPTING YOUR OFFERS, REVIEW YOUR EDUCATOR TALENT MANAGEMENT SYSTEM

TEACHER RECRUITMENT CHECKLISTS

CHAPTER THREE The Enduring Role of Unions

Teacher Performance Management

OVERVIEW

WHAT DO YOU WANT TO MEASURE?

HOW DO YOU WANT TO MEASURE TEACHER EFFECTIVENESS?

WHAT WILL YOU DO WITH THIS INFORMATION?

IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT

IMPLICATIONS FOR STAFFING

IMPLICATIONS FOR COMPENSATION

PUTTING THE PIECES TOGETHER

CHAPTER FOUR The View from the Statehouse

Enabling Teachers, Building the Profession

OVERVIEW

THE ROLE OF FEDERAL TEACHER QUALITY POLICY

BUILDING THE PROFESSION: STRONG INDUCTION AND MENTORING PROGRAMS

HIGH-QUALITY PROFESSIONAL DEVELOPMENT: ENABLING TEACHERS

MAKING CONNECTIONS TO INDUCTION, MENTORING, AND PROFESSIONAL DEVELOPMENT ACROSS THE CAREER CONTINUUM

CHAPTER FIVE Setting the Table

The Role of Institutions of Higher Education in Preparing Teachers for Success

OVERVIEW

SERVE AS A GATEWAY TO THE PROFESSION

PREPARE CANDIDATES TO BE EFFECTIVE IN THE CLASSROOM

FROM HIGHER EDUCATION TO YOUR SCHOOL: GETTING THE BALL ROLLING

Conclusion

Managing Educator Talent for Gen Y Teachers and Beyond

CONDITIONS THAT SUPPORT EFFECTIVE TEACHERS AND LEADERS

TEACHER RECRUITMENT, HIRING, AND PLACEMENT

TEACHER PERFORMANCE MANAGEMENT

ENABLING TEACHERS, BUILDING THE PROFESSION

THE ROLE OF INSTITUTIONS OF HIGHER EDUCATION IN PREPARING TEACHERS FOR SUCCESS

Index

Improving Teacher Quality

About Learning Point Associates

Learning Point Associates, a nonprofit education research and consulting organization, combines nationally recognized expertise in educator quality with twenty-five years of experience in research, evaluation, and direct practice to find solutions to the most pressing problems in education today, including educator quality, shortages, and attrition. The organization’s reputation is built on a solid foundation of designing and conducting rigorous and relevant education research and evaluations; developing and delivering tools, services, and resources to states, districts, and schools; and analyzing and synthesizing education policy trends and practices. Learning Point Associates merged with AIR on August 1, 2010. For more information, visit www.learningpt.org.

Copyright © 2011 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Laine, Sabrina W. M.

 Improving teacher quality: a guide for education leaders / Sabrina Laine with Ellen Behrstock-Sherratt and Molly Lasagna.

p. cm.

 Includes bibliographical references and index.

 ISBN 978-0-470-58590-0 (pbk.)

9780470933732 ePDF

9780470933749 eMobi

9780470933756 ePub

 1. Teacher effectiveness. 2. Teachers–Rating of. 3. Performance standards. I. Behrstock-Sherratt, Ellen. II. Lasagna, Molly. III. Title.

 LB1025.3.L35 2011

 371.2'03–dc22

2010040025

Figures and Rubrics

Figure I.1. Educator Talent Management Components

Figure I.2. Educator Talent Management Intercomponent Connection

Rubric 1.1. Is Your Plan for Providing Positive Working Conditions for Teachers Connected to and Complemented by the Other Key Educator Talent Management Areas

Rubric 2.1. Is Your Plan for Recruiting and Hiring Effective Teachers Connected to and Complemented by the Other Key Educator Talent Management Areas

Rubric 3.1. Is Your Plan for Performance Management Connected to and Complemented by the Other Key Educator Talent Management Areas

Rubric 4.1. Is Your Plan for Securing Effective Teachers Through Induction and Ongoing Professional Development Connected to and Complemented by the Other Key Educator Talent Management Areas

Rubric 5.1. Is Your Teacher Preparation Program Connected to and Complemented by the Other Key Educator Talent Management Functions

Rubric C.1. Is Your Plan for Managing Educator Talent in Line with the Needs of the Next Generation

The Authors

Sabrina W. M. Laine, PhD, is chief program officer for educator quality at Learning Point Associates. She manages the National Comprehensive Center for Teacher Quality funded by the U.S. Department of Education and is a principal investigator for the Center for Educator Compensation Reform. Laine has a diverse background in educational policy research and has spearheaded efforts to contribute to policy research and resource development related to every aspect of managing and supporting educator talent, including recruitment, compensation, evaluation, distribution, and professional development. She leads a team of more than fifteen researchers and policy analysts who are focused on the challenges faced by educators in urban, rural, and low-performing schools. She has worked for the last several years to ensure that policies and programs are in place that enable all children to gain access to highly qualified teachers and leaders. Laine earned her doctorate in educational leadership and policy studies from Indiana University.

Ellen J. Behrstock-Sherratt, PhD, is a policy associate at Learning Point Associates. Her area of focus is teacher quality and school leadership. Behrstock led the development of the Managing Educator Talent (METworksSM) Framework, allowing districts and states to identify gaps between their current practices for managing educator talent and the elements of effective practice identified in the research. She has authored or coauthored articles and briefs on topics such as strategies for supporting Generation Y teachers, teachers’ use of educational research, innovations in state-level teacher quality policies, teacher compensation, and teacher and administrator induction. Behrstock-Sherratt also presented and facilitated discussions at National Comprehensive Center for Teacher Quality conferences and issue forums and has provided technical assistance to a collaborative of New England states relating to defining and measuring educator effectiveness. Behrstock-Sherratt earned her doctoral degree in education from the University of Oxford.

Molly S. Lasagna is a policy associate at Learning Point Associates. Her work in educator quality focuses on conducting high-quality research and evaluations and disseminating the results through multiple media to diverse audiences in the public education sector. She contributes to initiatives of the Center for Educator Compensation Reform and the National Comprehensive Center for Teacher Quality. Previously, Lasagna worked at the Nellie Mae Education Foundation, where she was a program associate for Pathways to Higher Learning. She also taught middle school language arts in Richmond, Virginia, for three years. Lasagna earned a master’s degree in secondary English education from the University of Virginia and a master’s degree in urban education policy from Brown University.

Introduction

It’s the first day of school, but amidst the excitement is the uncomfortable knowledge that, yet again, some students will be deprived of excellent teachers this year. You feel you did everything within your power to deliver the teaching talent students need. Nevertheless, despite your efforts to convince them otherwise, several of the best teachers are leaving while the handful of teachers who seem consistently unable to get through to their students have no plans to improve their practice or move on. Meanwhile, well-intentioned parents are pulling you in one direction, legal and district requirements in another, and your conscience is telling you that the one solution that will let you sleep at night is to recruit, retain, and develop enough highly effective teachers for each and every student. But how do you do it?