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Pub Date: |
2012-00-00 |
Pub Type(s): |
Books; Collected Works - General |
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Descriptors:
Public Education; Educational Change; Teacher Education; Childrens Rights; Educational Policy; Young Children; Public Schools; School Readiness; Documentation; Public Opinion; Teacher Empowerment; Professional Development; Teacher Collaboration; Critical Thinking; Thinking Skills; Mathematics Instruction; Blended Learning
Abstract:
For far too long, public education had been under the shadow of terms such as failing schools, achievement gaps, and poor classroom management. While many publications have outlined these issues, the goal of this book is not to resonate despair but to illuminate individuals' hopes and dreams for public education. For the authors of this book, having the audacity to hope for better public education means trusting teachers and children to engage in intellectual endeavors that advocate for the development of the whole person and active participation in a democratic community. This book will be a great resource for pre-service and in-service teachers, professors, administrators, and policy-makers in exploring a new pathway for educational reform. Contents include: (1) Foreword (Terri Jo Swim, Keith Howard, and Il-Hee Kim); (2) Mr. President: The Time Has Come to Reskill Our Teaching Force, So Please, Please, Let's Get Real! (Barry Kanpol); (3) Expanding the Realm (Chris Strople); (4) The Rights of Children: Policies to Best Serve 3-, 4-, and 5-Year-Olds in Public Schools (Ben Mardell, Lisa Fiore, Marina Boni, and Melissa Tonachel); (5) School Readiness and the Power of Documentation: Changing the Public Image to See the "Rich Child" (Terri Jo Swim); (6) Teachers Reclaiming Their Voices in Student Learning and Initiating Their Own Professional Growth: Suggestions for the Obama Administration (Zeynep Isik-Ercan); (7) Teacher Collaborations Provide an Opportunity to Improve Education for All Students Along the Continuum of Learning (Jane M. Leatherman, Nancy J. Bangel, Tracy L. Cox, Amber Merrill, and Rebecca D. Newsome); (8) Developing Critical Thinking Skills in the Age of President Obama (Il-Hee Kim); (9) Hybrid Technology Classrooms for Mathematics Instruction (Keith Howard); and (10) The Hope for Audacity: Moving from Adversarial Contests to Respectful Alliances (Alice H. Merz and Terri Jo Swim).
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Pub Date: |
2011-11-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Teaching Methods; Evidence; Professional Development; Teacher Education Programs; Teacher Effectiveness; Instructional Improvement; Teacher Improvement; Educational Innovation; Models; Performance Factors; Classroom Environment; Classroom Techniques; Teacher Student Relationship; Best Practices; Change Strategies; Educational Change; Educational Strategies; Educational Practices
Abstract:
There is widespread acknowledgement that the production of effective teaching and teachers is perhaps the critical component of education reform and innovation for improvement of student learning. This aim requires a serious investment of time, rigor, and evaluation to produce professional-development programs that actually work. This report illustrates features of new evidence-supported approaches to professional development that have promise for closing not only the evidence gap, but the achievement gap as well. The focus is on one web-based, scalable approach to professional development--MyTeachingPartner, or MTP--that illustrates how evidence-driven professional development can be designed and used to improve teacher effectiveness and student learning. MTP uses a standardized method of online, individualized coaching and a library of highly focused video clips showing effective teachers in action that are tightly coupled with a standardized metric for observing teacher practice in the classroom, called the Classroom Assessment Scoring System, or CLASS. This report provides background information on the broader challenges of building effective professional development for teachers, the theory of action that undergirds the CLASS-MTP system, and a description of the CLASS-MTP tools and evidence base. The report closes with a discussion of the policy and practice challenges of implementing effective systems of teacher professional development on a district or statewide level based on the evidence gleaned and lessons learned from this work. (Contains 2 figures, 1 table, and 27 endnotes.) [Preparation of this paper was supported in part by the Eunice K. Shriver National Institute for Child Health and Human Development.]
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Books; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Teaching Methods; Best Practices; Teacher Evaluation; Faculty Development; Teacher Effectiveness; Teacher Improvement; Models; Teacher Collaboration; Standards; Student Evaluation; Classroom Techniques; Teacher Participation; Teacher Education
Abstract:
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that good--often excellent--teachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a "teaching and learning system" that supports continuous improvement, both for individual teachers and for the profession as a whole. This groundbreaking book: (1) Presents a comprehensive teacher evaluation system based on research and best practices; (2) Describes a variety of models from across the United States that base evaluations on an assessment of classroom practice in light of professional standards, an array of student work, and active participation in the professional community; (3) Explains how teacher peers become part of the evaluation and support system; and (4) Demonstrates how to create a fair and substantiated process for removal of teachers who can't improve.
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