Highly Effective Teachers: More than Highly Qualified

Free Webcast

Sponsored by the Appalachia Regional Comprehensive Center (ARCC)

Part 1: National Perspectives: Moving from Highly Qualified to Highly Effective

Under No Child Left Behind, states developed policies and programs that helped most teachers meet the “highly qualified” requirements. Now, many No Child Left Behind reauthorization discussions are focused on moving teacher quality a step further—a “highly effective teacher for every child.” Are there ways to define “highly effective” teachers? Can teacher effectiveness be observed and measured? How could this impact states in terms of the policies, teacher preparation, and systems of support for districts and schools? This first panel addresses these and similar questions from their perspectives as national leaders in teacher preparation, policy, and practice.

Part 2: Tennessee: One State’s Story

The Tennessee State Department of Education (TDOE) has tackled issues related to teacher quality and teacher effectiveness head-on. ARCC and the Department partnered with the National Comprehensive Center for Teacher Quality in presenting a TDOE research report that noted inequities in the placement of effective teachers in the state’s high-poverty, high-minority schools. Recognizing that the only way the equity issue will truly be resolved is to help all teachers become “highly effective,” the Department took action by gathering stakeholder groups in all roles of education from across the state to better determine the characteristics of an effective teacher and an effective school. In this second panel, two Tennessee master teachers join Assistant Commissioner Susan Bunch to share findings from Tennessee’s work on issues related to teacher quality and effectiveness.

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Introduction

Defining Teacher Effectiveness

Teacher Effectiveness Data

Teaching Example 1

Tennessee Story

Teaching Example 2

System Requirements:


Key Issues from NCCTQ: Identifying and Supporting Highly Effective Teachers

Communication Framework for Measuring Teacher Quality and Effectiveness: Bringing Coherence to the Conversation (National Comprehensive Center for Teacher Quality) www.tqsource.org/communicationFramework.php

National Comprehensive Center for Teacher Quality Web site www.tqsource.org

Identifying How Highly Effective Leaders Support Teachers

Identifying Professional Contexts to Support Highly Effective Teachers

Using Value-Added Models to Identify and Support Highly Effective Teachers

Enhancing Teacher Leadership

Improving the Preparation of School and District Leaders

Building the Capacity of School Leaders to Support Teachers

 

Presenters

Panel 1:

  • Sabrina Laine, Director, National Comprehensive Center for Teacher Quality
  • Heather Peske, Director of Teacher Quality, The Education Trust

Panel 2:

  • Susan Bunch, Assistant Commissioner of Teaching and Learning, Tennessee Department of Education
  • Lois Coles, Math Teacher, Brentwood Middle School, Brentwood, TN
  • Brian Reeves, English Teacher, Scotts Hill High School, Reagan, TN

Moderated by John Ross, Director of Technology, ARCC at Edvantia