One of the themes my Education Policy Center friends and I like to harp on is how poorly most of our K-12 system does in distinguishing high-quality educators from their low-performing counterparts. And the problem is especially pronounced in low-income urban communities, where tremendous need exists for great instruction to compensate for the challenges more students bring to school.
Do we provide the top-tier teachers real opportunities for more pay, career advancement, specialization, and expanded student reach? How about this one: Do schools work to keep the highest-performing instructors at a significantly greater rate than their peers who provide 5 to 6 months less of learning per year?
Education Week guest bloggers Sydney Morris and Evan Stone (co-founders of Educators for Excellence) say teachers are not surprised to hear the answer. Whether or not you are shocked, the findings of the latest report from The New Teacher Project (TNTP) should be disturbing: Continue Reading »