Learning from the Experts: Teacher Leaders on Solving America's Education Challenges
Learning from the Experts offers an intimate look at the ways education policies collide with everyday classroom practices and illustrates how thoughtful, solutions-oriented and results-driven teachers are reframing debates in education today.

Early career teachers now make up a “new majority” (52 percent) of the workforce. Their ideas about the profession are often radically different from the previous generation’s but are not often heard in education reform. Learning from the Experts draws on the work of the nonprofit organization Teach Plus to address this divide.

In this lively collection, emerging teacher leaders in dialogue with seasoned leaders weigh in on the most difficult challenges in education today. Topics include the appropriate use of data, teacher effectiveness, retaining talented teachers in high-needs schools, reforming teacher unions, supporting teacher leadership, and strengthening the teaching profession itself.
1124335635
Learning from the Experts: Teacher Leaders on Solving America's Education Challenges
Learning from the Experts offers an intimate look at the ways education policies collide with everyday classroom practices and illustrates how thoughtful, solutions-oriented and results-driven teachers are reframing debates in education today.

Early career teachers now make up a “new majority” (52 percent) of the workforce. Their ideas about the profession are often radically different from the previous generation’s but are not often heard in education reform. Learning from the Experts draws on the work of the nonprofit organization Teach Plus to address this divide.

In this lively collection, emerging teacher leaders in dialogue with seasoned leaders weigh in on the most difficult challenges in education today. Topics include the appropriate use of data, teacher effectiveness, retaining talented teachers in high-needs schools, reforming teacher unions, supporting teacher leadership, and strengthening the teaching profession itself.
22.49 In Stock
Learning from the Experts: Teacher Leaders on Solving America's Education Challenges

Learning from the Experts: Teacher Leaders on Solving America's Education Challenges

Learning from the Experts: Teacher Leaders on Solving America's Education Challenges

Learning from the Experts: Teacher Leaders on Solving America's Education Challenges

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Overview

Learning from the Experts offers an intimate look at the ways education policies collide with everyday classroom practices and illustrates how thoughtful, solutions-oriented and results-driven teachers are reframing debates in education today.

Early career teachers now make up a “new majority” (52 percent) of the workforce. Their ideas about the profession are often radically different from the previous generation’s but are not often heard in education reform. Learning from the Experts draws on the work of the nonprofit organization Teach Plus to address this divide.

In this lively collection, emerging teacher leaders in dialogue with seasoned leaders weigh in on the most difficult challenges in education today. Topics include the appropriate use of data, teacher effectiveness, retaining talented teachers in high-needs schools, reforming teacher unions, supporting teacher leadership, and strengthening the teaching profession itself.

Product Details

ISBN-13: 9781612506265
Publisher: Harvard Education Press
Publication date: 11/01/2013
Sold by: Barnes & Noble
Format: eBook
Pages: 168
File size: 833 KB

About the Author

Celine Coggins is the founder and CEO of Teach Plus. Coggins is a former teacher with experience in research and policy making. She launched Teach Plus in 2007 to rebuild the teaching profession to value teacher leadership. Since that time, the organization has grown to have a presence in six cities, working with 12,000 teachers and over 500 teacher leaders. Coggins has been a labor-management consultant in Providence, Rhode Island, as well as in Worcester and Springfield, Massachusetts, and was formerly special assistant to the Massachusetts commissioner of education on teacher quality. She has been a Mind Trust Education Entrepreneur and Aspen Institute Fellow. She is the author of several dozen reports and journal articles and the editor of two other books. She earned her PhD in education policy analysis from Stanford University.

Heather G. Peske is the associate commissioner for educator quality at the Massachusetts Department of Elementary and Secondary Education, where she manages a portfolio that includes educator evaluation, preparation, and licensure. Previously she worked as the vice president of programs at Teach Plus. Peske has spent her career committed to transforming education in the United States, especially for low-income and minority students. She began as an elementary school teacher and Teach for America corps member in Baton Rouge, Louisiana. Peske earned her master’s degree and doctorate in administration, planning and social policy from the Harvard Graduate School of Education. There, she was a founding member of the Project on the Next Generation of Teachers with Susan Moore Johnson. Peske has served as the director of teacher quality at The Education Trust, a national nonprofit organization dedicated to raising standards and closing achievement gaps in education. Peske is a coauthor of the award-winning book Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools, and has written reports and articles on teacher policy, alternative certification programs, new teachers’ experiences, and conceptions of career. She graduated from Kenyon College with magna cum laude honors.

Kate McGovern leads the communications strategy for Teach Plus, with a focus on ensuring that the voices of solutions-oriented urban teachers are present in the mainstream media’s education dialogue. She has supported teachers to place more than 200 op-eds in major print and online publications and teaches writing and storytelling workshops to teachers nationwide. McGovern has worked in urban classrooms at home and abroad, most recently in London, and before that as a reading specialist and theater educator at the Harlem Children’s Zone, where she cofounded a popular Shakespeare performance program for middle school students. Also a writer, McGovern’s work has appeared in the New York Times, Slate, Narrative Magazine, and onstage Off-Broadway, and in 2006 she was named one of Random House’s Best New Voices. McGovern earned her BA from Yale and her master’s degree as a Weidenfeld Scholar at the University of Oxford.

Table of Contents

CONTENTS

Acknowledgments ix

Introduction
Who Are the Real Experts?--Why We Should Ask Teachers How to Fix Our Schools 1
Celine Coggins

1 Creating and Using Data in Schools

Framing the Issue 5
Ross Wiener

The Qualified Student: A "Bad Teacher" Rethinks Data Use 7
Sujata Bhatt

Unacknowledged Truths: Testing Speaks--Are We Listening? 10
Michelle Morrissey

The Right Conversations to Be Having: Why Student Growth Data Matters 13
Kyle Hunsberger

Response 16
Ross Wiener

2 Ensuring Equitable Access to Great Teachers

Framing the Issue 21
Kati Haycock and Sarah Almy

Moving the Whole School District Forward: Talented Teachers for Turnaround Schools 24
Erin Dukeshire and Lisa Goncalves Lavin

Response 36
Kati Haycock and Sarah Almy

3 Measuring Teacher Effectiveness

Framing the Issue 39
Jason Kamras

Satisfactory? Me?--Giving New Teachers the Support They Deserve 41
Stephanie Widmer

High IMPACT: It's the Feedback That Adds Value 43
Dwight Davis

Urgency Breeds Anxiety: The Challenge of Building Teacher Trust 46
Peter Tang

Response 53
Jason Kamras

4 Building a Performance-Driven Profession

Framing the Issue 55
Celine Coggins and Lindsay Sobel

From the New Teacher to Teacher Activist: What I Learned from "Mr. Miller" 58
Tina C. Ahlgren

Leaving Cherie: One Teacher's Experience of Last In, FIrst Out 62
Jeanette Marrone

Response 66
Celine Coggins and Lindsay Sobel

5 Engaging Early Career Teachers in the Union

Framing the Issue 69
Paul Toner

From the Classroom to the Big Picture: Why I Changed My Mind About Teacher Unions 72
Karen L. McCarthy

Caught in the Middle Versus Finding the Middle Ground: What's Best for the Children of Chicago? 79
Gina Caneva

Response 83
Paul Toner

6 Building School Leadership That Facilitates Great Teaching

Framing the Issue 87
Benjamin Fenton and Terrence Kneisel

I Wasn't Ready to Stop Improving: Why Irreplaceable Teachers Need Irreplaceable Leaders 89
Allison Frieze

Putting My Beliefs into Practice: Principal Leadership Makes the Difference 92
Audrey Herzig Jackson

Honoring My Mother: The Evolution of an Unlikely Educator 94
Jeremy Robinson

Response 99
Benjamin Fenton and Terrence Kneisel

7 Raising the Status of the Profession

Framing the Issue 105
Edward Liu

Reforming Teacher Entry and Training: Shouldn't We Hold Teachers (Like Me) to a Higher Standard? 108
Meaghan Petersack

Not My Parents' Profession: Today's Teachers Need Career Ladders 111
Erin Dukeshire

Too Smart to Be a Teacher?--Let's Prove My Grandmother Wrong 114
Jaime Siebrase Hudgins

Response 120
Edward Liu

Conclusion
Where Do We Go from Here?--Turning Teacher Voice into Action 125

Notes 129
About the Editors 135
About the Contributors 137
Index 151
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