Twenty-two years ago, I was offered a job as an assistant professor at a university in Michigan. The offer came late in the
Despite great promise, Seattle Teacher Residency, known for its top-notch graduates, struggles to stay afloat.
Like so many policies meant to revolutionize American education, there are often unforeseen hurdles. While the READ Act will support new research, we need to begin reevaluating and prioritizing this knowledge in our teacher education programs.
Student success is highly dependent upon teacher effectiveness. Teachers must nurture student curiosity, elevate expectations for all students, and in many cases, give students hope where there wasn't hope before. But, before that can happen, teachers must believe in themselves.
No matter what your score, I wanted to make the point that for the most part, students are not given the opportunity to discuss important issues, concepts, and personalities related to lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in the required curriculum in the K-12 classrooms of the United States.
The current congressional debate for reauthorizing the Elementary and Secondary Education Act (ESEA), the law which determines federal policy for public schools, is certain to create new opportunities for businesses and may even create new roadblocks.
We need to connect with our students of color, and model explicit ways for them to become successful, intelligent teachers they could be.
In Wisconsin as well as in many other states, in order to become a teacher in grades 6 through 12, it is necessary to undergo courses in teacher training. Under Scott's proposal this notion was set on its head, since it provided that those hoping to become teachers did not need to take any college-level teacher-training courses.
NCTQ "rates" teacher training programs based upon artifacts. An NCTQ rating does not require a site visit. NCTQ even hires students and others to gather the superficial information upon which it bases its ratings.
By giving teachers a targeted development program that fits their needs, they aren't constantly sitting through lessons about
If the United States is to continue as a world leader, we must lead the world in education. And to provide the highest quality education, we must attract the highest quality teachers.
Teachers need not be researchers to contribute to their profession. By participating in networks of like-minded educators -- implementing, continuously improving and communicating about practical approaches intended to improve outcomes of proven approaches -- they play an essential role in the improvement of their profession.
For every child to have the opportunity to attain an excellent education, we need our teacher education to empower our teachers with belief in the potential of every child, to offer best-in-class pedagogical practices, and to enable them to take ownership of their own development journey.
"With these proposed regulations, the administration is moving to rate teacher preparation programs based partly on the test