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Pregnancy; Females; Foreign Countries; Mexicans; Social Change; Rural Schools; Nationalism; Marital Status; Feminism; Gender Bias; Political Influences; Violence; Teacher Salaries; Sex Fairness; Catholics; Victims; Age; Educational History

Abstract:
The reflections presented in this article include the process of incorporating women teachers into schools during the post-revolutionary period in Mexico. From one standpoint, women teachers lived in a state of ambiguity throughout this period because they were seen as symbols of national reconstruction following a war that left more than one million people dead. From another standpoint, they were victims of political and gender violence in a country that had not yet been pacified and was experiencing deep divisions between the armed Catholic groups that fought against the government. The process of the feminisation of Mexican teaching is approached through an analysis of the socio-professional conditions of rural teachers around the period of 1924 to 1945. There are a range of sources that were used for this research, including oral and documental. The collection of records of rural teachers from the Archivo Historico de la Secretaria de Educacion Publica are important in terms of a regional study that was done in the Valle del Mezquital as well as in a current national study. After reviewing over three thousand teacher files, I have been able to verify that many of these women were empowered and conscious of their significance in the national identity. They took advantage of the situation to obtain gender work benefits, which included equal wages to men, pregnancy leave regardless of marital status or age and uninterrupted contracts. This mobilisation by women teachers throughout the entire country was unprecedented in the professional history of Mexican women workers. These teachers fought many daily battles, both individually and collectively, to maintain their jobs, by writing letters to the head of the Rural School Department, sharing their stories and the injustices they experienced in their daily lives. Nonetheless, it is notable that for the first time, a collection of female voices can be found in the teacher files; these women did not want to keep quiet and they reflect a desire to participate in social change for themselves and their communities. (Contains 2 tables, 2 figures and 19 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public School Teachers; Elementary School Teachers; Urban Schools; Academic Achievement; Elementary School Students; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Teacher Persistence; Mentors; Teacher Leadership; Teacher Salaries; Incentives; Program Effectiveness; Educational Research

Abstract:
The study reviewed in this paper examined whether the Chicago Public Schools' Teacher Advancement Program (Chicago TAP), which provides mentoring, leadership opportunities, and financial incentives to teachers, improved student academic achievement and teacher retention. The study used two designs to answer distinct research questions. Under the first design, a randomized controlled trial, the authors examined the academic achievement of more than 7,600 students in grades 4-8 from 34 public schools in Chicago. In the spring of 2007 and again in the spring of 2009, groups of schools were randomly assigned either to participate in Chicago TAP during the coming school year or to serve as a comparison group for a year and participate in Chicago TAP during the following school year. The effect of Chicago TAP on academic achievement after one year of implementation was estimated by comparing the spring math, reading, and science achievement of students in Chicago TAP schools to the achievement of students in schools that had not yet implemented the program. Using the second design, a quasi-experiment, the study examined teachers' retention rates, defined as remaining in the same school from year to year. The effect of Chicago TAP on teacher retention was assessed by comparing the retention of teachers in Chicago TAP schools with the retention of a matched sample of teachers in non-TAP Chicago public schools (sample sizes varied across years). After one year of implementation, students attending Chicago TAP schools did not score significantly differently in math, reading, or science achievement, as measured by the Illinois Standards Achievement Test (ISAT), than students attending comparison schools. Sixty-seven percent of teachers who were employed in schools that first implemented Chicago TAP in the fall of 2007 were still teaching in the same school in the fall of 2010. In contrast, 56% of teachers employed in non-TAP public schools were retained during the same period. This 12 percentage point difference in three-year teacher retention rates between the original cohort of Chicago TAP and non-TAP schools was statistically significant. The analysis of student academic achievement meets the What Works Clearinghouse (WWC) evidence standards with reservations. The analysis of teacher retention meets WWC evidence standards with reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Tenure; College Governing Councils; Job Security; Classification; Teacher Salaries; Professional Recognition; College Administration

Abstract:
The University of Maryland at College Park is poised to embark on an unprecedented effort to improve the conditions of its faculty members who are off the tenure track. The campus's University Senate, which represents faculty members, administrators, students, and staff members, is scheduled to vote on an internal task-force report that extensively documents the disparities between different categories of faculty members there and proposes sweeping changes intended to give non-tenure-track faculty members more pay, job security, respect, and clout. A University Senate vote in favor of the report will not amount to an explicit endorsement of its recommendations, which include calls for the institution to give non-tenure-track faculty members new titles, pay them at levels commensurate with their tenure-track colleagues, shield them from extensive demands to perform work for which they are not compensated, and improve their prospects of obtaining long-term employment contracts. However, should the University Senate approve the report, as is expected, the campus's administration, faculty members, and various shared-governance bodies will be obliged to seriously consider carrying out what the document proposes. The report's findings, in themselves, break ground in terms of the detail and candor with which they describe how much the institution relies on non-tenure-track faculty members and how little many of them receive for their efforts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Early Childhood Education; Preschool Teachers; Kindergarten; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Academic Achievement; Faculty Development; Expertise; Teacher Behavior; Teacher Salaries; Public Schools; Urban Schools

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. Five years however, is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 2a which consists of all preschool, pre-kindergarten, and kindergarten teachers except those who are special education teachers. It discusses the four IMPACT components for members of Group 2a and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teachers; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Academic Achievement; Faculty Development; Expertise; Teacher Behavior; Teacher Salaries; Public Schools; Urban Schools; Elementary Secondary Education

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 2 which consists of all general education teachers in grades one through twelve without individual value-added student achievement data. It discusses the four IMPACT components for members of Group 2 and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Special Education Teachers; Early Childhood Education; Preschool Teachers; Kindergarten; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Individualized Education Programs; Academic Achievement; Expertise; Teacher Behavior; Faculty Development; Teacher Salaries; Public Schools; Urban Schools

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead the way on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 3b which consists of all special education teachers of preschool, pre-kindergarten, and kindergarten classes except those who teach autism classes. It discusses the six IMPACT components for members of Group 3b and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English Teachers; English (Second Language); English Language Learners; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Academic Achievement; Faculty Development; Expertise; Teacher Behavior; Teacher Salaries; Public Schools; Urban Schools; Elementary Secondary Education

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 4 which consists of all non-itinerant English Language Learner (ELL) teachers. It discusses the four IMPACT components for members of Group 4 and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teachers; Shared Resources and Services; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Academic Achievement; Faculty Development; Expertise; Teacher Behavior; Teacher Salaries; Public Schools; Urban Schools; Elementary Secondary Education

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 6 which consists of shared special subject teachers. It discusses the four IMPACT components for members of Group 6 and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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English Teachers; English (Second Language); English Language Learners; Itinerant Teachers; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Academic Achievement; Faculty Development; Expertise; Teacher Behavior; Teacher Salaries; Public Schools; Urban Schools; Elementary Secondary Education

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 5 which consists of all itinerant English Language Learner (ELL) teachers. It discusses the three IMPACT components for members of Group 5 and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Special Education Teachers; Teacher Effectiveness; Teacher Evaluation; Standards; Observation; Individualized Education Programs; Academic Achievement; Expertise; Teacher Behavior; Faculty Development; Teacher Salaries; Public Schools; Urban Schools; Elementary Secondary Education

Abstract:
The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced "A Capital Commitment," their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believe that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 3 which consists of all special education teachers except those who teach autism and/or early childhood special education. It discusses the six IMPACT components for members of Group 3 and offers guidance on how to be more effective in their work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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