Educators and policymakers are increasingly focusing on non-academic competencies, known as social and emotional learning. To support growth in these areas, teachers need assessments that can help them understand how well students are learning these skills, and what instructional approaches work best.
Personalized learning could lead to improved student outcomes. But those implementing this approach should temper their expectations for how big these benefits will be—and be patient while the benefits emerge. It's also important to consider the challenges of implementation.
The lack of an evidence base on teaching quality and its impact in higher education points to a need for more research, made more pressing by the imminent roll-out of the Teaching Excellence Framework, which intends to assess and monitor teaching quality at UK higher education institutions.
While educators, policymakers, and parents may agree on the need for more effective teachers, they often use different criteria to judge whether schools are doing their job. Parents have varied priorities for what they want in teachers and in schools.
Students in personalized learning classrooms made greater gains in math and reading than their peers in other schools. But there are barriers to fully personalized learning, including rigid state standards and time demands on teachers.
Teachers can and should have the freedom to select and develop at least some of their own instructional resources. But whether sites like Amazon Inspire will actually save teachers time and help them find high-quality resources is up for debate.
Criticism of standardized testing is nearly as old as the testing itself. Will the opt-out movement promote meaningful and enduring changes in the educational system, and will these changes benefit the most at-risk and disadvantaged students?
Policies aimed at boosting teaching effectiveness are a key component of a strong ESEA reauthorization. Addressing discrepancies in teacher quality helps teachers improve, retains effective teachers, and makes the teaching profession an attractive option for those contemplating careers.
The U.S. Department of Education's Institute of Education Sciences recognized a RAND report on the effects of teacher bonuses in New York City public schools last week. IES added the report, A Big Apple for Educators, to its What Works Clearinghouse.
Structured observation protocols for assessing how teachers provide lessons to their students offer the opportunity to provide teachers with valuable feedback on how their practices could be improved, writes Terrance Dean Savitsky.
Research is starting to demonstrate that teaching, like all professions, is something that can be learned, continuously improved upon, and subject to the conditions under which it occurs, writes V. Darleen Opfer.
An accurate combined measure of teacher effectiveness would be the gold standard to capture and communicate information about the quality of educators. While the challenges to building such a measure are significant, research can help guide the way.
The Chicago Teachers Union strike erupted over classic issues: an extended day, a new evaluation system and hiring and firing. Yet, somewhat classically, neither the union nor Chicago Public Schools has put forth research evidence to support their stance, writes Darleen Opfer.
Motivation alone does not improve schools. Even if incentives inspire staff to improve practices or work together, educators may not have the capacity or resources to bring about improvement, writes Julie Marsh.