Negotiators seemed no closer to reaching consensus on new federal teacher-preparation rules, after another bewildering day of discussions that continued to expose fractures among the panelists.
The panelists charged with rewriting federal teacher preparation rules faced a grueling day today during which major tension points emerged with little resolution, all of which served to call into question whether they will be able to reach consensus by Thursday.
Two states have moved to shield teacher evaluations from broad public disclosure.
An analysis from California's Legislative Analyst's Office urges the state to consider revamping its teacher-layoff policies, including reducing the emphasis on seniority.
Education Secretary Arne Duncan said he opposes the publication of teachers' ratings in newspapers.
A new study finds that teacher turnover harms student achievement and particularly affects low-income schools with more black students.
Teachers in a couple of Louisiana districts have gotten the green-light from their districts to take a professional development day to protest legislative proposals on teacher-quality rolling through the statehouse.
Formal training of the principals and other observers conducting teacher evaluations is a complex, necessary, and often overlooked component of the systems, concludes a new paper.
Teachers aren't getting enough formal preparation on how to make use of the reams of assessment data states are generating, contends the National Council on Teacher Quality in a brief released today. For the brief, NCTQ reviewed coursework from a representative sample of 48 teacher-preparation programs at 29 colleges. (The council plans an expanded report based on 200 programs in a few months.) It looked to see whether the programs instructed teacher-candidates and provided opportunities to them to practice in each of three main domains: • Assessment literacy, or understanding the types and purposes of various assessments. Less than half the...
The Chicago Teacher Advancement Program increased mentoring and improved teacher-retention rates in some participating schools compared to a similar, nonparticipating set—but didn't appear to raise student achievement, according to a study released today.