In the News

 

Videos on CTAC’s work in Maryland and Delhi released at the National Association for Elementary School Principals conference this summer.

 

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Md. groups to collaborate on evaluation process for teachers, principals, The Washington Post

Maryland education officials, teachers unions and other education organizations signed a written agreement to collaborate on methods for assessing classroom effectiveness, a central element of the state’s evaluation system for teachers and principals.

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Partnership OK’d on teacher evaluations in Md., Associated Press

In response to a unique partnership formed by Maryland education leaders to develop an important part of teacher evaluation, Gov. Martin O’Malley stated, “Every student needs great teachers and school leaders. Every educator needs support and collaboration to be their best.”

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Maryland Officials, Unions Reach Accord on Teacher-Evaluation Components, Education Week

Leaders from eight education organizations agree to improve supports for teachers and principals as they develop goals for student academic growth. The goals, known as student learning objectives, foster a spirit of collaboration and provide actionable data for improvement, rather than punishment.

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The Common Core and the Unknown Knowns, The Huffington Post

“Teaching this way is an art. As such, it requires learning from the masters.” Read more about the Common Core and its implications for states and school districts across the nation in this blog post by CTAC Senior Associate Joan McRobbie.

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Retool State-to-District Intervention for Better Outcomes, Phi Delta Kappan

Moves by state education departments to improve struggling districts are hampered by a focus on tactics rather than strategy, insufficient capacity building, and community input.

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Study: R.I. Teacher Evaluations Seen as Punitive, Providence Journal

The new teacher evaluations should not be tied to teacher certification. There needs to be a new dialogue in Rhode Island.

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Students Show Progress Under Teacher-Bonus System, Education Week

A performance-bonus system that made use of “student learning objectives”—academic growth goals set by teachers in consultation with their principals—helped improve student achievement in schools using the measure, concludes a new study.

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Student-centered Teacher Evaluations Focus on Learning Goals, EdSource

By now the consensus is clear: California needs a better, more systematic way of supporting and ensuring teacher effectiveness.

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Measuring Teachers’ Contributions to Student Learning Growth for Nontested Grades and Subjects, National Comprehensive Center for Teacher Quality

This Research & Policy Brief was developed to help states consider options for assessing student learning growth for the majority of teachers who teach content not assessed through standardized tests.

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The Buck Stops Here: Tying What Students Learn to What Educators Earn, Phi Delta Kappan

Performance-based compensation presents enormous potential as a catalyst for districtwide change. But that will happen only if we manage to avoid repeating the mistakes of the past.

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Data Rich But Information Poor, Education Week

Data just don’t leap off the page and convert themselves to high-quality, useful information. It takes time and skill to organize, analyze, and interpret data properly, and these assets are in short supply in today’s educational landscape.

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Texas Will Not Compete for Federal Education Grant, Austin American-Statesman

A Race to the Top federal education grant could have reaped the state as much as $700 million, however Gov. Rick Perry said “This program is not a ‘Race to the Top’ but a sprint to the middle, to mediocrity.”

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It’s More Than Money: Making Performance-Based Compensation Work, Center for American Progress

Performance-based compensation involves more than recognizing excellence in teaching; it should expand the system’s overall capacity to support classrooms and improve teaching quality.

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Get Performance Pay Right: Six Cornerstones of Successful Compensation Reform, Education Week

Emphasizing student learning and the teacher’s contribution to it can be the lever for change—if the initiative also addresses the district factors that help shape the schools.