What would it look like to actually use the expertise of National Board Certified Teachers and other demonstrably talented teachers to reach our national education goals?
Seriously--what do teachers have to do to prove their dedication and their worth?
Is there a disconnect between being "good at math"--and being able to teach it well? Once again, it's about good instruction and useful curriculum.
Curriculum and instruction aren't as whiz-bang exciting as market-based reforms, but they're the key reasons why kids learn--or don't learn.
The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time and still retain the ability to function. Meet someone who can do that: Diane Ravitch.
What's the percentage of bad teachers out there? More importantly, what do we do about them?
In teaching, a powerful story is worth its weight in statistics. So let's be careful out there.
Does how we approach school improvement make a difference in outcomes?
What happens when school reform becomes a competition? Trash talk.
What happens when funders get behind the notion that a healthy urban public school system can prepare all students for post-secondary education, then provide the money to make that a reality?