Recent research suggests that intensive, content-focused professional development improves teachers’ knowledge and some aspects of their practice, but not student achievement. Kirk Walters sat down with Mike Garet, who led the research, and three other experts to get their reactions to these findings. ...
Researchers, practitioners, policymakers, and funders are increasingly aware of the powerful potential for summertime experiences and the need to design, implement, and continuously improve summertime experiences for all.
Findings from this brief suggest that steps by Medicare to relax prescribing requirements during the pandemic, such as allowing early refills and larger quantities of medication, likely helped maintain medication adherence for high blood pressure and prevent racial and ethnic disparities in adherence from worsening. ...
American Federation of Teachers president Randi Weingarten is on record saying that teaching is “harder now than ever before, with less and less respect.” The view that teaching’s curb appeal isn’t what it used to be is widely shared, but is it right?
In this blog post, David Manzeske discusses his research on principal observation and contends that peer evaluators and principals need careful training in advance and a system to check or calibrate their results as they rate teachers through classroom observations.
What do teachers themselves think of policies that address identifying and retaining effective teachers? What conclusions should reformers draw from teachers’ perceptions? This report suggests that what teachers think are good indicators of effectiveness—and what they think will make them more effective—are not always aligned with what policymakers or researchers ...
It is well documented that teacher quality is the most important school-based factor associated with improving student achievement. Researchers found that the school context in which student teaching occurs has important implications for the later outcomes of teachers and their students.
Emerging research suggests some promising features of educator performance evaluation measures, such as additional observations of the same teacher and providing more frequent, specific feedback on classroom practice. This report, which discusses first year results of an evaluation of three performance measures for evaluating teachers and principals, found that the ...
The lack of easy data sharing between K–12 systems and teacher preparation may be costly, in terms of the quality of instruction by new teachers. In this report from the field, Jenny DeMonte describes the efforts of some states to actively share data.
With a new round of COVID-19 relief funds headed to states and districts nationwide, education leaders have a rare opportunity to make strategic and comprehensive investments in the teacher workforce.