Building A Better Teacher
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Building a Better Teacher
Author: Mark A. Paige
language: en
Publisher: Bloomsbury Publishing USA
Release Date: 2016-07-11
Mark Paige takes an in-depth look at the interaction of Value Added Models (VAMs) and the law of teacher evaluation. It notes that the hasty adoption of VAMs in evaluation and employment law actually complicates efforts to improve teacher quality, especially at the local level. In brief, VAMs’ costs vastly outweigh their benefits. The book advocates for a complete removal of VAMs in high-stakes decisions. It sets forth numerous recommendations for administrators and policymakers to enable them to effectively deal with the complications created by VAMs.
Building a Better Teacher: How Teaching Works (and How to Teach It to Everyone)
Author: Elizabeth Green
language: en
Publisher: W. W. Norton & Company
Release Date: 2014-08-04
A New York Times Notable Book "A must-read book for every American teacher and taxpayer." —Amanda Ripley, author of The Smartest Kids in the World Launched with a hugely popular New York Times Magazine cover story, Building a Better Teacher sparked a national conversation about teacher quality and established Elizabeth Green as a leading voice in education. Green's fascinating and accessible narrative dispels the common myth of the "natural-born teacher" and introduces maverick educators exploring the science behind their art. Her dramatic account reveals that great teaching is not magic, but a skill—a skill that can be taught. Now with a new afterword that offers a guide on how to identify—and support—great teachers, this provocative and hopeful book "should be part of every new teacher’s education" (Washington Post).
To Build a Better Teacher
Author: Robert G. Holland
language: en
Publisher: Bloomsbury Publishing USA
Release Date: 2003-09-30
Throughout the 20th century, grade-school teachers were trained in schools of education where progressive theories largely held sway and were licensed by state bureaucracies philosophically compatible with the education schools. Vested education interests now seek to make the monopoly even more controlling by requiring that all teachers be products of education schools accredited by a single national agency dedicated to progressive ideals. Holland proposes an alternative vision compatible with the emerging 21st-century paradigm of a competitive education industry: Lower unnecessary barriers to teaching so that bright persons of diverse background and disposition can become teachers. Set up an alternative track—as in New Jersey—so that bright liberal arts graduates or persons with valuable real-world experience can be hired as teachers and put under the supervision of experienced mentors. Apply value-added assessment—as in Tennessee—to these new teachers, and to veteran teachers as well, so that principals can see how much each teacher has helped each child progress academically—or not—from school year to school year. Holland's plan to break up the teacher-prep monopoly is bound to be controversial, and, as such, should be of great interest to all—from parents and administrators to teachers and policy makers—concerned with improving the state of American education.