Topic: Educator Effectiveness
Policies to Promote Effective Teaching
The most important thing a school can do for a student’s education is to be sure she has a good teacher. Ensuring all students have effective teachers puts them on the path to succeed in the classroom, graduate well-prepared for college and the workplace, and become productive citizens who contribute to the prosperity of their communities.
To help students reach these goals, teachers will need to teach more effectively. So states must create a culture of feedback, evaluation and support where teachers continue to improve.
SREB’s aim is to help states create policies that support teacher effectiveness so that students learn more in their classrooms.
- Share the best and most current research on what works to improve teaching
- Provide targeted technical assistance and consulting to states
- Support states with implementation strategies that bring effective systems of educator support into action
Passing the Monday Morning Test
Maryland and Oklahoma Share Insights About the Ins and Outs of Program Implementation
Last month, we shared a run-through of the work by Maryland and Oklahoma to better prepare principals. When I was teaching first grade, many times I participated in professional development sessions that left me bursting with ideas and excitement but left me unsure about my ability to effectively execute what I had learned the next week in my classroom.
Delaware is developing educators through the strategic use of pre-service training. Here’s how the state became poised for action:
Sometimes it can be difficult to make the transition from knowing to doing when trying to apply concepts to ground-level practice. This often holds true for many kinds of learners – including students, teachers and even states. State education agencies know that principals play an influential role in the development of effective teachers and schools. But how can states build a strong foundation in order to prepare principals for this influential role? Similarly, practitioners can probably agree that in theory, inter-state collaboration yields great potential for learning. So how can they go about actually engaging in it?
Teachers hold the greatest potential impact on student achievement, compared to every other in-school factor. Yet schools with the greatest needs, those with a high percentage of low-income students and students of color, face the greatest teacher and leader turnover. They also often have less experienced and less effective teachers, according to national analyses.
Gathering and analyzing data from focus groups and surveys on educator issues is a service SREB provides to member states upon request. The service can help inform root cause analyses of specific challenges a state is facing, or provide capacity to monitor implementation of new policies and initiatives. The team works with a state project lead to tailor questions and set the parameters for sampling methods to meet state needs.
Teachers across the SREB region and the nation are wary of the use of student growth scores in their evaluations. How can they know with certainty that their evaluation score is a reflection of how they taught the students in their class?
In spring 2014-15, 68 percent of Tennessee teachers reported that evaluation improves teaching in their school and 63 percent said it improves student learning. That is a drastic shift from when Tennessee became the first state to implement a statewide, multiple-measure teacher evaluation system that included a major student growth component in 2011-12. How did they get to where they are now?
This presentation walks through the ups and downs of teacher reflection and growth through classroom observations — and how to make the most of them.
All SREB states are implementing new educator evaluation and feedback systems. Many state legislatures in the South are responding to the preliminary feedback from policymakers and educators with policies that aim to strengthen implementation, making daily evaluation and feedback practices more manageable for administrators and teachers.
Dirk Schroeder, professor at Emory University, delivered a keynote address at February’s educator effectiveness convening. He described the positive deviance approach for studying positive outliers who can inspire solutions to implementation challenges in education.
SREB’s educator effectiveness team takes a look back at what they’ve accomplished in 2014.
This week, the Educator Effectiveness team releases A Flurry of Activity, a document that recaps recent legislation and summarizes changes to state teacher feedback and evaluation systems.
A Kentucky principal returns to her school after a year-long journey supporting her district’s roll-out of a new educator evaluation system. She shares her experiences supporting 22 schools and insights on what it means to be a school leader.
What will happen to teacher evaluation in your state under the Every Student Succeeds Act? What actions can state departments of education take to improve the accuracy and value of teacher evaluation and feedback for educators, and local and state leaders?
This report presents an analysis of classroom observation policies and progress in implementation in SREB states. It offers a closer look at how states are framing observations, training observers, ensuring observation quality and building a culture of educator support.
How do effective teachers impact student learning? Can educator performance reviews change and challenge the culture of the teaching profession?
What are states considering as they design and implement teacher evaluation systems? This is the inaugural title in SREB’s Educator Effectiveness Series, an evaluation of policies, practices and lessons in SREB states.