by Sharon Rubinstein and Leonard Sparks
The old English proverb, “In unity there is strength,” is fully applicable to the task of great teaching.
Collaboration, community, and collective effort promote growth in a school’s faculty, and achievement by its students. But such a supportive structure that fuels teacher excellence is built upon experience, continuity, and peer leadership.
Both the need and challenge are particularly great in disadvantaged school districts where teaching is often most difficult, turnover is high, and students are more likely to be taught by novice teachers or teachers considered ineffective.
In New York City, overall teacher turnover has been declining, but teachers in high-poverty schools transfer out “in large numbers,” according to a report released in May by the city’s Independent Budget Office.
“That is absolutely a central issue to closing the achievement gap,” said Daria Hall, director of K-12 policy development for Education Trust. “We’re not going to close the achievement gap … until we get serious about ensuring that those students who need the strongest teachers...
This week, The U.S. Department of Education mandated that by June, the states must submit new plans to assure that the neediest students aren’t saddled with the least experienced or credentialed teachers. Below, read one of our solutions to remedy the problem, and check the link to the right to get the full picture (and four other ideas) in our online magazine, Points of Practice.
According to their instructor, here’s the good news for two aspiring teachers and top-notch students at the University of Maryland-Baltimore County: They’ve mastered their content area – mathematics – and can teach at a “higher level” while...
The following blog post is drawn from the newest issue of our online magazine, Points of Practice. Look for more excerpts in the next few weeks, and if you like it, subscribe!
How big a challenge is it to deliver great teaching to every public school student – so that family income and geography don’t determine scholastic results? A very big one, and at the heart of our practice.
Teaching Matters is in the trenches trying to combat the impact of zip codes on opportunity. Our mission is “to develop and retain great teachers, and measurably increase their ability to give students in urban public schools an excellent education.” Doing so means understanding social problems, not just educational ones.
We see the difficulties so many children bring with them to school, and we help their teachers overcome what can be monumental odds.
We’ve just published our second issue of our online magazine, Points of Practice, in which we lay out the educational equity problem and some possible solutions. Nationwide, teaching excellence is distributed quite unevenly. Despite a long-standing mandate in the No Child Left Behind Act...
By Meredith Somsel
From veterans to first year educators, to say last year was challenging was an understatement. The introduction of new math curricula left many teachers scrambling to gain an understanding of the new materials available to them, learn new strategies, and learn new content all while writing and implementing lessons, getting to know their students and collaborating with their teams. In short, it was the perfect storm. As the school year progressed, and the polar vortex descended on the New York area, teachers were able to ascertain what was available to them, but their available time, and the temperature outside, was frozen due to the daily requirements that stem from being in the classroom.
As a late arriving spring turned into a surprisingly mild summer, the school year drew to a close. Teachers spent their summers attending additional professional development opportunities, teaching summer school, and in some cases, managed to squeeze in some time to relax and rejuvenate. At Teaching Matters, as we looked ahead to the 2014-15 school year, we knew that we couldn’t impact the weather, but we could impact the amount of time teachers spent analyzing Common Core-aligned resources so they could hit the ground running in...
Just the other day I sat with a principal whose school is supported by Teaching Matters. We were talking about 1st graders whose promotion was in doubt. Imagine that - so young, and already losing ground. What did these children have in common? None of them had a pre-K education.
If we are serious about the heavy lift of Common Core and the higher expectations we are placing on students, let's tackle what else is necessary: doing our best to make sure children are ready to learn when they arrive at school.
And let's do it right. Let's not pay lip service to pre-K education, but short our children on quality. The research shows that quality matters to results. Of course.
As we seek to level the playing field by introducing pre-K for all young children, let's make sure that we deploy both adequate resources and the right leadership. Happily, Mayor de Blasio has made a promising appointment to this post. And we appreciate his strenuous efforts to assure that the funding for pre-K is adequate and sustained. We don't want to move in fits and starts.
People care about 3 and 4 year olds - and they care about launching our youngest New Yorkers in the right way. In fact, from the President, to the Governor, to the Mayor, the...
Yesterday, Governor Cuomo gave his annual State of the State address. In it, he included an array of education initiatives. We've included an excerpt from his press release below the statement we issued in response.
Statement of Lynette Guastaferro, Executive Director
Teaching Matters, Inc.
New York, NY - January 8, 2014
We applaud the education priorities outlined by Governor Cuomo in his State of the State address. We are particularly heartened by the Teacher Excellence Fund, which would offer up to $20,000 additional money per year to eligible highly effective teachers. Teachers are the single most important school-related factor in the quality of a student's education, and this reward is a positive step toward retaining the best educators. We are also in full support of the Governor's early education initiatives.
Transforming New York's Schools
Meeting the education needs of New York's students gives them a path to prosperity and the tools to become productive members of society, while also providing a more secure economic future for the state. The Governor proposed a series of actions that build on the progress and investments from the last three years to ensure all of New...
The following blog post, co-authored by Lynette Guastaferro and Pedro Noguera, was originally published by the Huffington Post on 9-9-13
The new Common Core era has generated great insecurity, largely because some states, such as New York, implemented the new assessments before rolling out new curricula designed to match the rigorous exams. Despite its great promise, the Common Core is unlikely to be the "game changer" our policymakers hope it will be unless sensitive and skillful leadership is provided to shepherd the profound changes necessary. Undoubtedly, that leadership will have to come from principals who must take the lead in helping teachers and students meet the challenge of elevated expectations.
The challenge for principals goes far beyond managing building and personnel effectively. They will have to prioritize providing genuine instructional leadership and creating systems that make it possible for teachers to be successful. That may mean creatively delegating some operations. There is no single recipe for how to do all that is vital, but there are key ingredients:
By Emily Durkin, Teaching Matters Program Coordinator and guest blogger
Perhaps it's fair to expect that the best and most experienced gourmet chefs will write their own cookbooks and never use a prepared mix for any part of their recipes. But that particular preference for creative uniqueness has its limits. In New York City, there seems to be a prevailing notion that all teachers must develop curricula from scratch. That's neither practical nor wise.
When teachers join together, spend the time, and do the hard work of creating novel curricula and assessments, the results can be extraordinarily good. We've seen it - and participated in it. Professional learning communities can generate beautifully crafted solutions to their own schools' and students' needs, while honoring the rigor represented by new Common Core standards. But unfortunately, many urban schools face challenges that cause this organic curriculum development strategy to fail. The failure causes many new teachers unnecessary stress, and even worse, harms students.
We have found that a well-designed, rigorous curriculum developed externally but adopted and adapted by teachers to meet their students' needs best serves some urban schools. How does a principal decide whether to buy or to build? And now that we are moving to Common Core standards...
Great Principals come in a wide variety of personalities and styles - there is no single template. We celebrate them and their schools each year when we award our Elizabeth Rohatyn Prize, for which nominations will be accepted starting March 1.
Even with great variation among type, we see one especially important commonality among the finest principals. They understand to their core that teaching matters. Great principals are not always the building's classic instructional leader. But if they're not, they have one or more great instructional leaders at and on their side.
The most effective principals almost always set up systems to ensure that teachers are working in collaborative ways. Sometimes the collaboration is subtle, and sometimes, as we saw in our last two Rohatyn Prize Winners, teacher collaboration and continuous improvement are built into the school's DNA.
Collaboration is not an end in and of itself. It's about developing trust. Trust in schools makes it possible for people to grow. How?...