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CTAC’s study of the Teacher Incentive Performance Award (TIPA), a five-year initiative implemented in the 30 lowest performing schools in Prince William County Public Schools, finds that building educator skills and school-wide collaboration produces student learning gains.
The U.S. Department of Education has announced the first round of the Teacher and School Leader Incentive Program, a competitive grant program that will assist districts to provide educator professional development and supports that address the immediate learning needs of their current students.
While results from schools under the School Improvement Grant program have been mixed nationally, schools implementing CTAC’s Standard Bearer Schools process continue to far exceed the norm. Read about Schuyler Middle School’s success.
Maryland is taking a systematic building block approach to increasing the capacities needed at school, district, and state levels to understand, develop, and implement new Teacher and Principal Evaluation (TPE) systems effectively. What are some of the key elements of Maryland’s strategy?
The Texas Education Agency (TEA) and CTAC are partnering on a statewide initiative to implement Student Learning Objectives (SLOs). Texas has selected SLOs as one of four options to measure student growth as a component of teacher evaluation.
Joe Frey, CTAC Senior Associate and former Deputy Commissioner of Higher Education for NYSED, examines what flexibility means for building locally-developed and supported approaches to school improvement in “Why can’t the Feds just leave us alone and let us do our jobs?!”
Prince William County Schools (PWCS) and CTAC partnered to implement TIPA, a school-wide performance-based compensation and professional development initiative. PWCS educators attended a Best Practices Conference highlighting the many outstanding practices implemented through the TIPA program.
A new comprehensive study shows that Maryland is a national leader in implementing an educator evaluation system statewide. Drawing on three years of data, findings show that TPE implementation is generating changes in practice and perception.
CTAC’s blog conveys our thoughts and observations about the realities of practice and policy and the conditions that hobble or help improvements in teaching and learning. Read it now.
A new study shows the Maryland State Department of Education (MSDE) is making significant strides in guiding and supporting the implementation of Student Learning Objectives as well as a teacher and principal evaluation system statewide.
One of the greatest challenges for school districts of all sizes is to determine the impact of professional development on student achievement and teacher effectiveness. Given the increased emphasis on educator effectiveness and efficient use of resources, addressing this challenge has never been more important.
Leaders of eight Maryland education organizations are joining together to support the implementation of Student Learning Objectives (SLOs), a key component of the new teacher and principal evaluation system. This level of collaboration is unprecedented at the statewide level.
Compensation can be a key lever in attracting and retaining high-quality teachers. Yet, increases in average teacher pay have remained stagnant or have increased only minimally in states and districts across the U.S. Read about the challenges states and districts face when creating teacher compensation systems.
So much attention has been focused on the Common Core and its implications for states and school districts across the nation. At this juncture, what is most important is identifying what is needed to support front-line educators and ensure high quality implementation.
Our first 35 years are just the start. In partnership with states, districts, communities and responsive philanthropy, we continue to be at the forefront of innovation in supporting significant growth in student learning and addressing root causes of poverty.
The Murkland School in the Lowell Public Schools (Massachusetts) is now being recognized for sustaining its significant improvements in student academic growth over a three year period.