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Investigating Policies and Practices That Promote Teacher Quality
Sun, April 6, 12:25 to 1:55pm, Convention Center, Floor: 100 Level, 115CSession Type: Symposium
Abstract
Much of the rhetoric and policy activity surrounding “teacher quality” treats it as a fixed trait of an individual, leading many to assume the best way to improve quality is by identifying, recruiting, and retaining individuals who possess this trait. The studies included in this symposium suggest that teacher effectiveness is better viewed as dynamic, multi-dimensional, and influenced by the policy and organizational environments in which teachers work. In this symposium, we explore many dimensions of teacher quality and various policies and practices that promote or inhibit its development, including hiring strategies, instructional collaboration, and evaluation processes.
Sub Unit
Chair
Papers
The Relationship Between Teaching Practices and Teacher Value-Added Measures on High- and Low-Stakes Assessments - Julie Jackson Cohen, University of Virginia
Missed Opportunities in the Labor Market or Temporary Disruptions? How Late Teacher Hiring Affects Student Achievement - John Papay, Brown University; Matthew A. Kraft, Brown University
Teachers’ Instructional Collaborations Across an Urban District - Matthew Ronfeldt, University of Michigan; Susanna Farmer, University of Michigan; Susanna Loeb, Stanford University
Critical Conversations: Principals’ Experiences Evaluating and Coaching Teachers in a Next-Generation Evaluation System - Matthew A. Kraft, Brown University; Allison Gilmour, Vanderbilt Peabody College