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District and State-Level Approaches to Teacher Improvement
Tue, April 17, 10:35am to 12:05pm, New York Hilton Midtown, Floor: Second Floor, Clinton SuiteSession Type: Symposium
Abstract
Supporting the development of high-quality teachers is a key educational policy issue. Effective teachers can have enormous impact on students in both the short and long term, but we know relatively little about how policies promote the development of an effective teacher workforce. This session will highlight district and state-level approaches to assessing and supporting high-quality teaching. The four studies focus on how evaluation systems, school leadership, and innovative professional development and coaching efforts promote effective instruction and improved student outcomes. The presentations will help inform the development of policies to improve teacher effectiveness, as well as illuminate mechanisms underlying implementation of such policies.
Sub Unit
Chair
Papers
Observing Special Education Teachers in High-Stakes Teacher Evaluation Systems - Nathan Jones, Boston University; Courtney A. Bell, ETS
Principal Strategies to Improve Teacher Effectiveness - Julie Jackson Cohen, University of Virginia; Susanna Loeb, Stanford University; Luke C. Miller, The Urban Institute; Anisah Waite, University of Virginia; James H. Wyckoff, University of Virginia
Implementation of Common Core–Aligned Professional Learning Communities in D.C. Public Schools - Bridget Kathleen Hamre, University of Virginia; Julie Jackson Cohen, University of Virginia; James H. Wyckoff, University of Virginia
Learning in Teacher Partnerships: Experimental Evidence From the Instructional Partnership Initiative in Tennessee - Eric Taylor, Harvard University; Ellen B. Goldring, Vanderbilt University; Jason A. Grissom, Vanderbilt University; Mary Elizabeth Laski, Brown University; John Papay, Brown University; Susan Kemper Patrick, Vanderbilt University; John H. Tyler, Brown University