One of the major outcomes of the educational reform movement in the United States during the past decade has been the increased focus on the professional preparation of educators (Darling-Hammond, 1997). According to Sanders and Rivers, numerous studies indicate that educators make a significant difference in their students’ education (1996). In response to the incessant calls to improve and assure educator quality, the education programs at Albany State University adopted a conceptual framework that integrates state, national, and professional standards into its education preparation programs. As such a standards-based preparation approach was developed to empower future professional educators who graduate from Albany State University….
Great teachers, principals, and other school leaders (collectively, educators) matter enormously to the learning and the lives of children. Yet, we have struggled as a nation to meaningfully support educators so they can help their students be prepared to succeed in college and careers. The Title II, Part A program is designed, among other things, to provide students from low-income families and minority students with greater access to effective educators. It is critical that State educational agencies (SEAs) and local educational agencies (LEAs) consider how to best use Title II, Part A funds, among other funding sources, to ensure equity of educational opportunity. New provisions in Title II, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), offer new opportunities SEAs and LEAs to more effectively attract, select, place, support, and retain excellent educators; re- visit traditional uses of these funds; and consider new and additional uses of Title II, Part A funds that are innovative and evidence-based.
Strategies outlined in this document, and examples of this work in action, can often be supported by other sources of funding as well, and should not be thought of as tools, policies or programs only made possible through the use of Title II, Part A funds. States and districts are encouraged to explore sources of funding available at the State and local level, as well as other formula and competitive grant awards from the U.S. Department of Education and other sources. This initial Title II, Part A guidance is not exhaustive; rather it highlights some of the new and important ways SEAs and LEAs can use their Title II, Part A funds more strategically and for greater impact. This initial guidance also reflects feedback the Department received from States, districts, and a variety of other stakeholders and educators, during listening sessions regarding high-priority areas for guidance related to these funds. Throughout this guidance, any reference to “educators” refers to teachers, principals, and other school leaders. Unless otherwise indicated, citations to the ESEA refer to the ESEA, as amended by the ESSA.
Educators and policymakers are increasingly looking to teacher professional learning as an important strategy for supporting the complex skills students need to be prepared for further education and work in the 21st century. For students to develop mastery of challenging content, problem-solving, effective communication and collaboration, and self-direction, teachers must employ more sophisticated forms of teaching. Effective professional development (PD) is key to teachers learning and refining the pedagogies required to teach these skills.
But what constitutes effective professional development? This report reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes.
When all students experience high-quality teaching, they are more likely to learn. When all classrooms are filled with high-quality instructional materials, students are more likely to learn. Establishing these conditions for all learners will help close achievement gaps. Explore High-Quality Curricula and Team-Based Professional Learning: A Perfect Partnership for Equity for rationale, lessons from practitioners, and action steps.
The movement to personalize learning is growing. What does this mean for students and educators, and how is it changing professional learning? This issue tackles how to build educators’ capacity for personalizing to students’ needs and how teachers can benefit from experiencing personalization themselves.
Digital Badge Systems offers several policy recommendations for introducing digital badge programs to a greater number of school districts. The report also recommends safeguards at the state level to ensure competency-based learning does not lead to at-risk students falling behind their peers and widening of achievement gaps.
K-12 schools around the globe are piloting e-portfolio programs that allow students to showcase work, apply real-world skills, and track learning outcomes as they prepare for college and a career. This guide focuses on student-owned e-portfolios in the K-12 setting however, the same principles can be applied to teacher portfolios. Its purpose is to provide an introduction to e-portfolios and to explore how e-portfolios can be used throughout K-12 education.