Pathways to Teacher Leadership: Emerging Models, Changing Roles
Nearly half of all new teachers will quit within five years, and countless studies demonstrate the detrimental financial and academic effects of such turnover.
Nearly half of all new teachers will quit within five years, and countless studies demonstrate the detrimental financial and academic effects of such turnover.
Education-policy wonks should take a long look at The Long Shadow, a book based on a twenty-five-year study by Johns Hopkins University researchers.
Last week, U.S. Secretary of Education Arne Duncan declared that states with NCLB waivers could wait until the 2015–16 school year to start tying test scores to teacher evaluations.
Being an education reformer is often frustrating. No matter how zealously we push an idea or how smart we think it is, sometimes nothing changes. Or—the Common Core is a recent example—we make fast, bold gains at the outset, only to see our efforts watered down, neutered, or repudiated outright...
Many of our recent ed-reforms—e.g. Teach for America, alternative certification, the Hamilton Project, and various “new teacher” projects—implicitly subscribe to the idea that great teachers are born, not made. Ed schools, too, largely consider “training” teachers to be beneath their dignity. Hence the path to instructional excellence is to welcome all sorts of smart people into the classroom via all sorts of entry paths, then weed out those who don’t cut it.
The New York chapter of the United Federation of Teachers participated in an anti-police brutality rally this past Saturday, prompting the question of what exactly does the union stand for: teachers or a political agenda?
This post is an excerpt from a speech I gave last week at the Oklahoma City Chamber of Commerce’s state of the schools event.