RSI Corporate - Licensing

Refocusing professional development to make good teachers great

Education Dive – Dr. Brent Raby

“Research shows that an effective teacher can have a tremendous impact on a child’s learning. Therefore, to truly improve education, it is vital to focus on the classroom teacher. In West Aurora School District 129, we knew we needed to improve our professional learning program. In student achievement, our district ranked in the bottom 25% of Illinois districts. Sixty-seven percent of our students are economically disadvantaged, and many require additional programs, resources, and support. Our community had experienced a large influx of immigrants, and many of these children had no formal education. Our schools were serving a growing number of English language learners (ELLs) and students with disabilities. At the same time, we were losing teachers certified to teach English as a Second Language (ESL) and special education. In addition, statewide curriculum changes demanded that teachers have more specific certifications, exacerbating the teacher shortage.”(more)

California defines ‘effective’ and ‘ineffective’ teachers, and why it matters

Ed Source – John Fensterwald

“Intern teachers in programs like Teach for America who earn their preliminary credential while on the job will not have the scarlet letter of being labeled an “ineffective teacher” in California. In adopting the state plan for the Every Student Succeeds Act on Wednesday, the State Board of Education resolved a remaining contentious issue: the definition of an “ineffective teacher.” It decided not to include teachers with intern credentials in the definition after much testimony from former intern teachers and districts that readily hire them. All teachers with a teaching credential — including the standard “preliminary” teaching credential through a traditional teacher preparation program or an intern credential — will now meet the definition of ‘effective.'”(more)

Research: Principals don’t give teachers the truth about performance

Education Dive – Linda Jacobson

“A study by Matthew Kraft of Brown University and Allison Gilmour of Temple University shows that some principals are reluctant to tell teachers that they need improvement based on observations and that observing, documenting and helping unsatisfactory teachers grow can become “overwhelming.”(more)

A Lasting Impact

Education Next – Thomas S. Dee and James Wyckoff

“Teachers matter—and some matter more than others. That recognition has driven a tidal wave of controversial policy reforms over the past decade, rooted in new evaluation systems that link teachers’ ratings and, in some cases, their pay and advancement to evidence of classroom practice and student learning. Two out of three U.S. states overhauled teacher evaluations between 2009 and 2015, supported by federal incentives such as Race to the Top and Teacher Incentive Fund grants, as well as No Child Left Behind Act waivers.”(more)

Do Principals Really Think All Teachers are Effective?

Education Next – Jason A. Grissom

“Teacher evaluation systems show a stubborn tendency to rate nearly all teachers as effective. This historical fact has remained true even as most states have invested in rigorous new “multiple measures-based” teacher evaluation systems. The primary reason for the lack of variation in teacher evaluation scores in most systems is that teachers tend to score overwhelmingly positively on the instructional or professional practice portion of the evaluation, which usually makes up half or more of the overall evaluation score. Much as in the olden days when teacher evaluations were simple checklists, the principals who assign these subjective ratings just don’t differentiate much.”(more)

Will Trump’s Deregulation Help Teacher Preparation?

Education Next – Thomas Arnett

“Two weeks ago, President Trump signed a bill passed by Congress to scrap the Obama administration’s new regulations for teacher preparation. In blocking the regulations, the bill put an end to the controversial requirement that states issue annual ratings for teacher training programs based on criteria such as how long graduates stay in the teaching profession and the graduates’ impact on student-learning outcomes. Regulations can be powerful tools for torquing the priorities of local institutions. But they can also constrain institutions’ abilities to innovate. Given these two sides of regulation, will overturning the teacher preparation regulations lead to progress or stagnation in teacher quality?.”(more)