Categories

Category: TEACHERS

  • pdf

    Adding value to discussions about value-added: A new framework for talking about teacher effectiveness

    1/16/09 - Raegen Miller

    "Past initiatives to improve teacher quality offer two general lessons. First, simplistic responses—across-the-board raises, more stringent licensure requirements, mandated professional development—are extremely expensive, utterly ineffective, or both. Only policies that tightly link incentives to desired results stand a chance of being effective and affordable. Clearly, making such links requires a robust approach to assessing teachers’ impact on outcomes of interest, especially...

  • African American educators' perspectives on the advanced placement opportunity gap

    1/1/08 - DeVance Taliaferro, Jocelyn, DeCuir-Gunby, Jessica T.

    This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses...

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    Back to School: Tips for Parents of Children with Special Needs

    1/1/10 - Wernsing, K.

    A new school year means a new grade, new teachers, new goals, and maybe even a new school! In order to help you and your child with special needs be as successful as you can be, we’ve put together a list of eight helpful back-to-school tips that we hope will make the transition into a new school year a little easier for you and your child.

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    Building an early childhood professional development system

    1/10/10 - Rachel Demma

    "Specialized knowledge of how young children develop and learn is critical for members of the early childhood workforce. All members of this workforce need access to preparation programs at two- and four-year colleges and opportunities for ongoing education and development. Unfortunately, many states are not collecting data about professional qualifications and ongoing professional development that could inform measures of program quality and child outcomes."

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    Building Leadership Teams, Academy 1, Facilitator's Manual

    1/18/10 - National Institute for Urban School Improvement

    This is from the Building Leadership Teams Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations)

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    Call for Personal Stories: Turning Around the School-to-Prison Pipeline

    10/25/13 - The Civil Rights Project

    Personal narratives put a human face on school discipline issues. The idea is to draw the reader into the actual experiences of students, families, and educators in what is otherwise a volume of research findings about correlations and data differences that are relevant to policymakers. These short personal narratives will describe lives harmed by harsh policies and/or improved by superior alternatives.

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    Charter schools should educate, not discriminate

    1/13/14 - Dean, Amy B.

    Today traditional public schools are suffering cuts and closures at the hands of federal and state lawmakers — sometimes even at the hands of mayors. Schools committed to bilingual and English language learner (ELL) education, which serve kids who are learning English in addition to their native language, are as vulnerable as the rest. And the charter schools sprouting in U.S. cities, where many first-generation immigrants live, aren’t always able or willing to provide the same service.

  • Civil Rights and Community Groups Applaud DOJ/DOE Race and School Discipline Guidance for Schools

    1/8/14 - Farmer, Jennifer

    A coalition of national civil rights and youth and parent community groups today applauded the Obama Administration for issuing first-of-its-kind legal guidance to address racial discrimination in school discipline.

  • Closing the Achievement Gap Through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning

    1/1/07 - Levine, Thomas H., Marcus, Alan S.

    How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? The second approach-promoting multiple trajectories of learning among groups of teachers-has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural...

  • Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning

    1/1/08 - Levine, Thomas H., Marcus, Alan S.

    How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? second approach--promoting multiple trajectories of learning among groups of teachers--has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural...

  • Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

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    Co-Teaching and Team Teaching: Promising Opportunities for Supporting Novice Special Education Teachers Within the School Culture

    1/1/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

    A collaborative school context can support novice special education teachers. Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. Co-teaching and team teaching—the focus of this Brief—also have the potential for supporting novice teacher socialization in the school setting.

  • ConnectED: Obama Announces $750 Million from Private Sector to Bring Technology Into Classrooms

    2/18/14 - Amos, Jason

    In a February 4 speech at Buck Lodge Middle School in Adelphi, Maryland, President Obama announced more than $750 million in private-sector commitments from eight companies to deliver cutting-edge technologies to classrooms, including devices, software, teacher professional development, and home wireless connectivity.

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    Culturally Responsive Classroom Management Strategies

    1/1/08 - Skiba, R.J.

    Instituting classroom management principles has implications for the learning progress of all children, especially low-performing, poor, special education, and racial/ethnic minority children. Culturally Responsive Classroom Management (CRCM) is an approach to running classrooms with all children, [not simply for racial/ethnic minority children] in a culturally responsive way.

  • pdf

    Culturally Responsive Classroom Management Strategies

    1/1/08 - Skiba, R.J.

    Instituting classroom management principles has implications for the learning progress of all children, especially low-performing, poor, special education, and racial/ethnic minority children. Culturally Responsive Classroom Management (CRCM) is an approach to running classrooms with all children, [not simply for racial/ethnic minority children] in a culturally responsive way.

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    District's Human Capital Strategies Develop Teachers and Produce Results

    1/1/13 - Knudson, Joel

    A new case study of California’s Garden Grove Unified School District tells the complicated but important story of a comprehensive approach to improving teaching. The case study, published by the California Collaborative on District Reform, found that the district’s relentless focus on supporting teachers from recruitment through retirement to ensure good outcomes for its diverse students pays off.

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