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Author: Barnett Berry
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Book Description
Ensuring that all students in America's public schools are taught by good teachers is an educational and moral imperative. Teacher incentive proposals are rarely grounded on what high-quality research indicates are the kinds of teacher incentives that lead to school excellence and equity. Few of the current approaches to creating teacher incentives take into account how specific conditions influence whether or not effective teachers will work in high-need schools and will be able to teach effectively in them. Large-scale studies and teacher testimonies suggest that working conditions are far more important than bonuses in persuading teachers to stay or leave their classrooms. National teacher turnover survey data show that teachers who leave because of job dissatisfaction do so for a variety of reasons that can be addressed: low salaries, poor support from school administrators, a lack of student motivation, a lack of teacher influence over decision-making, and student discipline problems. However, current policies, including the one framed by the federally sponsored Teacher Incentive Fund, rarely recognize these realities. We must reward expertise in ways that move beyond recruitment bonuses or pay for improved student test scores. To develop incentive policies that spread teaching expertise and allow for effective teaching will require the careful development of interlocking policies across federal, state, and local agencies. To that end, it is recommended that education policymakers do the following, which are fleshed out in the report: (1) Use the Teacher Incentive Fund to Spread Teaching Expertise for High-Needs Schools; (2) Expand Incentives in Creating Strategic Compensation; (3) Create the Working Conditions that Allow Teachers to Teach Effectively; and (4) Elevate Best Practices and Policies that Spur School Excellence and Equity. (Contains 60 combined notes and references.) [For related report, "Proposed Legislation for Teacher Incentives for School Excellence and Equity," see ED528717.].
Author: Barnett Berry
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Book Description
Ensuring that all students in America's public schools are taught by good teachers is an educational and moral imperative. Teacher incentive proposals are rarely grounded on what high-quality research indicates are the kinds of teacher incentives that lead to school excellence and equity. Few of the current approaches to creating teacher incentives take into account how specific conditions influence whether or not effective teachers will work in high-need schools and will be able to teach effectively in them. Large-scale studies and teacher testimonies suggest that working conditions are far more important than bonuses in persuading teachers to stay or leave their classrooms. National teacher turnover survey data show that teachers who leave because of job dissatisfaction do so for a variety of reasons that can be addressed: low salaries, poor support from school administrators, a lack of student motivation, a lack of teacher influence over decision-making, and student discipline problems. However, current policies, including the one framed by the federally sponsored Teacher Incentive Fund, rarely recognize these realities. We must reward expertise in ways that move beyond recruitment bonuses or pay for improved student test scores. To develop incentive policies that spread teaching expertise and allow for effective teaching will require the careful development of interlocking policies across federal, state, and local agencies. To that end, it is recommended that education policymakers do the following, which are fleshed out in the report: (1) Use the Teacher Incentive Fund to Spread Teaching Expertise for High-Needs Schools; (2) Expand Incentives in Creating Strategic Compensation; (3) Create the Working Conditions that Allow Teachers to Teach Effectively; and (4) Elevate Best Practices and Policies that Spur School Excellence and Equity. (Contains 60 combined notes and references.) [For related report, "Proposed Legislation for Teacher Incentives for School Excellence and Equity," see ED528717.].
Author: Scott R. Bauries
Publisher:
ISBN:
Category :
Languages : en
Pages : 11
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Book Description
Pursuant to the recommendations and findings in Dr. Barnett Berry's policy brief, the proposed set of legislative enactments presented in this paper offers both monetary incentives and positive working conditions requirements likely to further three goals: (a) cause more effective teachers to choose to work in high-need schools and fields, (b) allow teachers already working in such contexts to develop and flourish professionally, and (c) decrease the attrition rate of such teachers from high-need schools, and indeed from teaching in general. The accompanying policy brief contains analyses and recommendations on a variety of topics, each of which adds important contextual information helpful in thinking about incentives for teachers in the areas of recruitment, retention, and effectiveness. The model legislation itself is targeted specifically at goals in these three areas. While some of the policy recommendations in the brief relate to federal, rather than state, efforts and policies, the model legislation that follows is tailored for adoption by states. Accordingly, policy recommendations that appear in Dr. Berry's brief but that fall outside the focused goal of providing incentives for desirable teacher behaviors are not reflected in the model legislation that follows. The same is true more generally of recommendations in the brief that can only be realized through federal legislation. Nevertheless, all of the recommendations and policy analysis contained in the accompanying brief informed the legal judgments that went into crafting the model legislation. Because it is a model legislation, an effort has been made to choose language that is adaptable to differing state policy environments. Where specific policy language choices have been made that may not be compatible with all states' constitutional and/or pre-existing policy requirements, a footnote is inserted in order to explain the ways in which the language may be modified. (Contains 7 footnotes.) [For related report, "Creating Teacher Incentives for School Excellence and Equity," see ED528716.].
Author: Jonathan Eckert
Publisher: Corwin Press
ISBN: 1506341047
Category : Education
Languages : en
Pages : 254
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Book Description
Capture the novice mindset! Get ready to teach as never before, powered by a fresh, brave mindset. With humor and insight, this down-to-earth guide reveals a fundamental principle: the best teachers grow through risk, reflection, and revision. Readers will learn how to: Sustain the energy and positive qualities of a novice, while building expertise at all career stages Develop a network of support to improve teaching practice Implement new strategies that engage and motivate students Learn how to teach with the daring of a beginner and a lifelong passion for learning and growth. "Dr. Eckert highlights the value of seeking those "first days" throughout our careers – the joy and nervousness experienced in these transformational moments are critical to have again and again if we are to grow personally and professionally." Patrick Ledesma, Director of Research and Knowledge Management National Board for Professional Teaching Standards
Author: Mulvaney, Tracy
Publisher: IGI Global
ISBN: 1668499061
Category : Education
Languages : en
Pages : 406
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Book Description
Transformative leadership emerges as the beacon guiding P-12 schools and higher education institutions through the intricacies of necessary change. Leaders must confront the perennial challenges faced by educational institutions head-on, equipped with an array of innovative strategies and a commitment to fostering equitable practices, from addressing inclusion, diversity, and belonging to navigating the complex terrain of school change. In Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education, the echoes of Heraclitus's wisdom reverberate, reminding educational leaders that the only constant is change. This book delves into the core of transformative strategies employed by thought leaders across the educational spectrum, from P-12 schools to university corridors. Guided by transformative leadership principles, this book traverses the intricate tapestry of topics such as technology integration, educational entrepreneurship, and global citizenship, providing a roadmap for leaders to navigate the complexities of the modern educational landscape. The emphasis on social-emotional leadership and learning underscores the importance of nurturing the holistic development of students, ensuring they thrive both academically and emotionally.
Author: Jonathan Eckert
Publisher: Corwin Press
ISBN: 1506380166
Category : Education
Languages : en
Pages : 241
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Book Description
It's about the work, not the position. Leadership is what is done, not who is doing it. The leadership work blurs the lines between teachers and administrators. Leading Together introduces a collective approach to progress, process, and programs to help build the conditions in which strong leadership can flourish and student outcomes improve. Explore the Collective Leadership Development Model for School Improvement. ? Break down this innovative model and discover the significance and interdependence of each proven and tested component. ? Ask fearless reflection questions that both challenge and demand deliberate practice. ? Learn from case study insights from an urban, rural, and suburban school.
Author: Joe Nathan
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 190
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Book Description
Discusses the problems that face public schools, recommends specific programs, including community service oriented projects, and looks at tenure, school selection by families and competency exams.
Author: Paul R. Carr
Publisher: IAP
ISBN: 1623968348
Category : Education
Languages : en
Pages : 425
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Book Description
Anyone who is touched by public education – teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens – ought to read this book, a revamped and updated second edition. It will speak to educators, policymakers and citizens who are concerned about the future of education and its relation to a robust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, education institutions today. The analyses presented in this text are critical of how globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in United States, and beyond – a dialogue that must seek the kind of change that represents hope for all students. As for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.
Author: Robert Palaich
Publisher:
ISBN:
Category : Incentive awards
Languages : en
Pages : 34
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Book Description
Author: Nathan Bond
Publisher: Routledge
ISBN: 1317806840
Category : Education
Languages : en
Pages : 266
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Book Description
Co-published with Kappa Delta Pi, The Power of Teacher Leaders provides a comprehensive resource for understanding the ways that teacher leaders foster positive change in their schools. Distinct from school administrators, teacher leaders are professionals who remain in the classroom and use their specialized knowledge and skills to improve student achievement, influence others, and build organizational capacity. Written by leading educational researchers, each chapter of The Power of Teacher Leaders describes a different way that teachers are leading. Moving beyond the question of why teacher leaders are important and how such work is implemented, the contributing scholars to this collection offer a critical examination of the field by presenting original research, case studies, and programs in practice. Topics covered include how teachers become leaders, their wide-ranging leadership roles, and the effects of teacher leadership on student academic success and school communities. A cohesive edited collection, this book demonstrates how teacher leaders play an increasingly active role in the improvement of student learning, teacher professional development, and school climate.
Author: Schleicher Andreas
Publisher: OECD Publishing
ISBN: 9264214038
Category :
Languages : en
Pages : 112
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Book Description
This publication identifies some of the steps policy makers can take to build school systems that are both equitable and excellent. The analysis is complemented with examples that illustrate proven or promising practices in specific countries.
