Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 3000001026760 | LB1025.3 L35 2011 | Open Access Book | Book | Searching... |
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Summary
Summary
Techniques for the difficult task of improving teacherquality
No one stakeholder group can realize lasting change on theirown; nor can any reform initiative focusing on just one type ofstrategy create the workplace conditions needed to truly buildcapacity within the education profession. Rather, stakeholders mustfocus on collaborating, reaching common understanding, andprioritizing for ultimate impact on the quality of teachers andteaching. This book discusses research and concrete examples ofpractice tied to teacher quality intended to improve eight keyinterrelated factors: Preparation; Recruitment; Hiring; Induction;Professional Development; Compensation and Incentives; WorkingConditions; and Performance Management.
Offers a framework and strategies for understanding the issuesthat make up the teacher quality question Written for educational leaders, superintendents, districtadministrators, teacher leaders, and principals, as well aspolicy-makers and other stakeholders Filled with illustrative examples teacher qualityThe author addresses the most important factor that affectsstudent achievement-the quality of the teacher.
Author Notes
Sabrina Laine is chief program officer for educator quality atLearning Point Associates. She manages the National ComprehensiveCenter for Teacher Quality funded by the U.S. Department ofEducation and is a principal investigator for the Center forEducator Compensation Reform.
Ellen Behrstock-Sherratt is a policy associate at Learning PointAssociates. Her area of focus is teacher quality and schoolleadership and she led the development of the Managing EducatorTalent (METworksSM) Framework.
Molly Lasagna is a policy associate at Learning PointAssociates.
