Teachers, it's time we claimed moral authority - and professional responsibility - for evaluation and growing the profession. We have allowed evaluation to become a mess.
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August 12, 2014
August 11, 2014
The whole education system needs to be overhauled, from teacher preparation to evaluation to professional development. We have to stop making schools - and kids - sway in the political breeze.
August 08, 2014
Research shows that teachers have the greatest school-based influence on student achievement. If teachers' presence matters so much, shouldn't we pay more attention to their absences?
August 06, 2014
Because academic achievement is linked to long-term health, implementing the Community Preventive Services Task Force's latest recommendations in minority or low-income communities will likely improve health equity.
August 05, 2014
The Cage-Busting Teacher is about mindsets. Cage-busting teachers identify obstacles in their teaching landscape, and then they explain how to eliminate them.
August 04, 2014
There is a serious demographic mismatch between teachers and students, and it is unlikely to remedy itself any time soon. How and why does this matter?
August 01, 2014
I'm turning RHSU over to a stellar lineup of guest stars for August: Raegen Miller, Maddie Fennell, Elliot Sanchez, and various members of YES Prep.
May 30, 2014
The summer research also tells us something that, much to my surprise, has been largely ignored in policy and research. If we know that achievement gaps widen over the summer, that students are not randomly assigned to schools, and that we only measure students' achievement each spring, then the school performance measures we use in accountability policies are likely biased--especially against schools serving larger shares of traditionally under-served students. In fact this is true.
May 29, 2014
I break today's discussion into two areas: the measurement of teacher and school quality and the process by which teachers and schools are held accountable.
May 28, 2014
Instead of implementing more of the same, I am, perhaps naively, optimistic that there are opportunities for researchers, policymakers, practitioners, parents, and other stakeholders to come together to design an accountability model that is valid, fair, reliable, and trustworthy. The research community is just starting to understand how school-level accountability policies impact students, teachers, and so on, and now we're talking about holding universities and teacher programs accountable. For all the issues listed above, there is a positive role that accountability policies can play in the future of U.S. public education. We just need to slow down, work together, and stop pretending this stuff is easy.