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  • Are Teachers Incentivized to Succeed? | Teaching Matters
    staff numbers so that expenditures would be directly comparable without regard to discrepant staff pay As it was phased in the more advantaged schools with a disproportionate amount of salary money wouldn t be able to afford their mix of teachers Over the course of time and through attrition those more affluent schools might need to seek less expensive newer teachers or use fewer staff overall in order to maintain their higher salaries Their savings would then be redirected to other district schools with higher needs But despite initial agreement that idea foundered Another suggestion she offers is to let principals in challenged schools determine how to reward their best teachers so as to keep them She cites the example of a principal who decided to give the educators he considered most capable more money for each additional struggling student he or she was willing to accept The amount 5000 per child so if a teacher were to accept 4 more students into a class of 24 that would mean a 20 000 bounce in income Roza notes that some parents would rather have their child in a larger class of 28 students taught by a great teacher than a smaller one say with 24 taught by someone with less skill But Richard Rothstein Senior Researcher at the Economic Policy Institute and formerly chief education writer at the New York Times sees things differently He agrees that teaching in an overwhelmingly minority and low income urban is different than teaching in wealthy suburbs and that teachers in challenging urban schools deserve more money But he believes it s more important to end those schools economic and racial isolation and increase the services children receive rather than focusing on purported teacher inadequacies or elevating star teachers He also contests the idea

    Original URL path: http://www.teachingmatters.org/blog/are-teachers-incentivized-succeed (2016-02-13)
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  • Support Teachers with What They Need to Grow | Teaching Matters
    55 percent had left by the end of three years After five years more than two thirds of new teachers in high poverty schools had left compared with roughly half of those in low poverty schools Such turnover constantly leaves high poverty schools with a disproportionate share of novice teachers So then it becomes this critical mass of folks who may become great teachers but they re not there yet Hall said And if they re all clustered in a particular school then that really disadvantages the student Strengthening Teachers Professional development is critical to reversing this trend whether it takes the form of ongoing learning mentoring by experienced teachers or peer feedback All three are staples of high achieving education systems like those in Singapore and Shanghai Teaching Matters Teaching for Impact model hinges upon Professional Learning Communities PLCs that use a team approach to improve teaching practice This process means that teams develop a common set of expectations and analyze student data results on everything from homework to tests together modifying their methods as needed By bringing together groups of teachers and identifying peer leaders the isolation and uncertainty that plagues many teachers is alleviated What are essentials a principal s commitment clear learning goals a student centered learning focus and the allocation of sufficient time for group work Just this summer Jodie Cohen a first year principal was awarded the Elizabeth Rohatyn Prize for Schools Where Teaching Matters What was this rookie principal s secret for success She s instituted a deeply collaborative model at her school with regular group sessions visiting each other s classrooms and the establishment of model practices Beginning and experienced teachers clamor for support says Landa McLaurin former principal of a Baltimore magnet school who has also served as a leadership coach

    Original URL path: http://www.teachingmatters.org/blog/support-teachers-what-they-need-grow (2016-02-13)
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  • Educating New Teachers More Effectively | Teaching Matters
    are characterized by low academic entrance standards a failure to incorporate research based instruction and certify that graduates have mastered their content areas and an overall inability to prepare graduates for the challenges of classrooms Those shortcomings stand out because first year and novice teachers are often assigned to students with the highest needs and because teachers are key to the success of the more rigorous Common Core State Standards It starts with making sure that teachers are being well prepared for the actual demands of the classroom including managing their classrooms and serving a wide range of students among them students with disabilities and English language learners said Daria Hall Director of K 12 Education Policy at the Education Trust in Washington D C They re figuring it out on the job when these students only have one year in that classroom she said In June 2013 the National Council for Teacher Quality released the results of its review of 2 420 elementary and secondary education teacher preparation programs at 1 130 colleges and universities Among its findings The most frequent GPA for programs was 2 5 70 percent of elementary programs were not adequately preparing effective reading instructors 78 percent of elementary programs did not adequately prepare candidates to reach struggling readers 93 percent fail to ensure a high quality student teaching experience 77 percent give little or no feedback on classroom management strategies For New York Just 24 percent of New York programs fully screened teacher candidates for academic caliber only 5 percent fully trained candidates to teach reading in accordance with state student learning standards and 3 percent met the standard for training candidates to teach math in line with state requirements A novice teacher may have gotten a lot of preparation on how to develop a lesson plan but she didn t get preparation of how to differentiate that lesson plan when she has some students who are coming in above grade level some students who are on grade level and some students who are far below grade level Hall said So all of a sudden this great lesson plan is falling apart in practice because she was not well prepared for the realities of the classroom In January NCTQ released its seventh annual State Teacher Policy Yearbook a biennial report assessing states progress in meeting policy goals This year s report found states improving in terms of graduating well prepared teachers More states are requiring elementary teachers to pass a multiple subjects test that separates scores by subject area and more are requiring an academic proficiency test for teacher program applicants Efforts to ensure that teacher candidates are trained in science based reading instruction and demonstrate mastery of mathematics content are also on the rise according to NCTQ There s actually a body of science and evidence that we should be relying on and it does not need to stifle individual teacher creativity Hall said If we know something we ought to be using

    Original URL path: http://www.teachingmatters.org/blog/educating-new-teachers-more-effectively (2016-02-13)
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  • Challenging an Unacceptable Class Divide | Teaching Matters
    which we lay out the educational equity problem and some possible solutions Nationwide teaching excellence is distributed quite unevenly Despite a long standing mandate in the No Child Left Behind Act to equalize the quality of teaching all children receive a report by the Department of Education s Office of Civil Rights shows that there are still huge discrepancies in the distribution of what they term effective teachers Poor and minority children are three times more likely to be taught by the inexperienced Black students are more than four times as likely as white students to be in a school where fewer than 80 percent of faculty meet certification or licensure requirements Statistics show that New York State has the most segregated schools in the country In New York City the great majority of public school students come from low income homes This context is more than incidental to any discussion about improving the lessons teachers deliver and the education students receive How do we address the challenge What ideas are on the table Many including a new federal initiative and in our magazine we talk to experts and stakeholders across the spectrum Poor and minority children lag behind their wealthier peers in academic and other well being results How much of the discrepancy is because they have unequal access to effective teaching How much is linked to a have and have not reality for children a pervasive opportunity gap that goes far beyond schools Poverty matters and extreme segregation by race and class leaves its mark regardless of the distribution of quality teaching That said there s no excuse for inequity and inadequacy of instruction All children who the public educates deserve an education that will help them achieve their goals and potential Making sure that teachers are qualified

    Original URL path: http://www.teachingmatters.org/blog/challenging-unacceptable-class-divide (2016-02-13)
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  • Adding It Up | Teaching Matters
    new strategies and learn new content all while writing and implementing lessons getting to know their students and collaborating with their teams In short it was the perfect storm As the school year progressed and the polar vortex descended on the New York area teachers were able to ascertain what was available to them but their available time and the temperature outside was frozen due to the daily requirements that stem from being in the classroom As a late arriving spring turned into a surprisingly mild summer the school year drew to a close Teachers spent their summers attending additional professional development opportunities teaching summer school and in some cases managed to squeeze in some time to relax and rejuvenate At Teaching Matters as we looked ahead to the 2014 15 school year we knew that we couldn t impact the weather but we could impact the amount of time teachers spent analyzing Common Core aligned resources so they could hit the ground running in September Therefore TMI has developed recommendations to help educators identify effective engaging lessons and materials from Go Math and CMP3 the NYCDOE recommended math curricula for elementary and middle school grades Our suggestions identify the strengths of each program in meeting the expectations of the Common Core Learning Standards and the gaps that exist Additionally these recommendations include an analysis of the EngageNY elementary and middle school curricula A Story of Units and A Story of Ratios We zeroed in on modules and topics from the EngageNY curricula to supplement the identified gaps of Go Math and CMP3 We are providing educators with specific resources so that they are able to meet the needs of their students without missing a beat or a prep to look for them The work of educators much like the

    Original URL path: http://www.teachingmatters.org/blog/adding-it (2016-02-13)
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  • Teach Your Children (well)* | Teaching Matters
    doing our best to make sure children are ready to learn when they arrive at school And let s do it right Let s not pay lip service to pre K education but short our children on quality The research shows that quality matters to results Of course As we seek to level the playing field by introducing pre K for all young children let s make sure that we deploy both adequate resources and the right leadership Happily Mayor de Blasio has made a promising appointment to this post And we appreciate his strenuous efforts to assure that the funding for pre K is adequate and sustained We don t want to move in fits and starts People care about 3 and 4 year olds and they care about launching our youngest New Yorkers in the right way In fact from the President to the Governor to the Mayor the song is similar create a good foundation for learning People from around the education community are harmonizing from Eva Moskowitz to Tweed We can all unite around that goal can t we And while we re singing from the same songbook let s look at the words and music just a bit more We think charters and district schools can and should co exist in the delivery of pre K services We need to bring all available talent to the table When charters tackle the task they shouldn t be singing selective notes Student placement needs to be fair across all schools structured so that children need not have a savvy or motivated parent to get an even break That means creating real incentives and requirements to serve students with special needs Furthermore the data on the success of these students needs to be transparent Getting it right in

    Original URL path: http://www.teachingmatters.org/blog/teach-your-children-well (2016-02-13)
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  • Governor Cuomo's State of the State | Teaching Matters
    support of the Governor s early education initiatives Transforming New York s Schools Meeting the education needs of New York s students gives them a path to prosperity and the tools to become productive members of society while also providing a more secure economic future for the state The Governor proposed a series of actions that build on the progress and investments from the last three years to ensure all of New York s students receive a quality education Launch the Smart Schools Bond Referendum The Governor proposed a 2 billion Smart Schools bond referendum to help bring all of New York schools to today s high speed high tech world If approved by voters the initiative will provide students with state of the art classrooms and leverage technology to transform education Smart Schools funds will be allocated to each school district Encourage the Best and Brightest STEM Students to Stay in New York The Science Technology Engineering and Math STEM fields are one of the fastest growing sectors of New York s economy To encourage the best and brightest students to pursue STEM college degrees and build their careers in New York Governor Cuomo proposed providing full tuition scholarships to any SUNY or CUNY college or university to the top 10 percent of high school graduates if they pursue a STEM career and then work in New York for five years Reward the Most Effective Teachers Building on the universal implementation of the teacher evaluation system the Governor proposed creating a Teacher Excellence Fund to help school districts reward the most effective teachers Highly effective teachers in participating school districts will be eligible for up to 20 000 in annual supplemental compensation through the Teacher Excellence Fund Expand and Launch Another Round of NYSUNY 2020 and NYCUNY 2020 The

    Original URL path: http://www.teachingmatters.org/blog/governor-cuomos-state-state (2016-02-13)
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  • On the Brink of the Common Core Era, Principals Leading | Teaching Matters | Teaching Matters
    tailor professional development for teachers so that they can adjust lessons to meet the particular needs of students Understand the multiple causes of student difficulties and do all they can to address them Many children come to schools encumbered by problems that require holistic solutions Principals will have to make sure that families and the larger community are engaged and they will need to be resourceful in drawing upon community support to achieve goals In areas such as school discipline and attendance a predominantly rule focused approach might obscure the underlying problems that affect student behavior Looking at root causes and developing creative strategies to address them is essential Have a bold vision for success and develop buy in around a coherent instructional plan The Common Core works in tandem with challenging and common curricula Teamwork among teacher teams and mentors will be a critical way to go forward Principals must make sure that teachers have time to plan their lessons to collaborate with their peers in assessing student work and to modify the approach they take as they incorporate what they learn from analyzing student work in relation to the new standards Communicate the plan effectively to all stakeholders There is likely to be resistance to change The Common Core standards when coupled with well designed lessons and performance tasks hold out great promise for students Principals can help turn parents and personnel into enthusiasts if they provide adequate support and meaningful opportunities for involvement in molding the school culture For principals to meet these challenges they will need help too Here are a few things that must be done to support principals Central administration and state leadership must provide principals with collaborative support and strategic help rather than merely applying pressure Outside experts must be willing to roll up their sleeves and help principals in designing strategies and interventions that are appropriate for their schools They should be able to point to schools that principals can visit to obtain guidance and learn from examples where the common core has been implemented successfully They must also have an array of tools and best practices to recommend to principals who are searching for ways to meet the needs of teachers and students The most effective way for schools to improve student achievement is to improve teacher quality This goal must be the priority and student learning must be treated as the basis for evaluating strategies Support them with sufficient training and mentorship The task of being a principal is complex and with current controversies over evaluation and learning standards many educators are under considerable stress Principals need time to plan peers to collaborate with and mentors to consult Allow them flexible funding that meets their school s needs Principals are on the front lines and schools are not die cut As a matter of both respect and practicality school administrators need latitude and flexibility as they respond to the particular challenges facing their staff and students Providing principals with flexibility

    Original URL path: http://www.teachingmatters.org/blog/brink-common-core-era-principals-leading (2016-02-13)
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