Sentences with phrase «quality teacher workforce»

«Combined with relatively low starting pay for teachers in England, these three features of our school system have clear risks for recruiting, retaining and developing a high quality teacher workforce.»

All that said, I argue that regardless of how this compares to other geographies or districts, we're simply not spending enough on teacher's salaries to truly attract and retain a high quality teacher workforce.

Recognizing the importance of a high - quality teacher workforce.

Attracting a diverse and high - quality teacher workforce requires expanding innovative and research - based recruitment efforts, including strategies to make teaching careers attractive and financially sustainable.

and more competitive teacher compensation (permitting schools and districts to recruit and retain a higher quality teacher workforce).

Our research reveals the five priorities to build a high - quality teacher workforce.

Our research reveals the five priorities for MATs and schools to build a high - quality teacher workforce.

«If districts instead adopted effectiveness - based layoff policies, they would be likely to lay off fewer teachers, achieve the same budgetary savings, and have a higher quality teacher workforce,» Goldhaber and Theobald concluded.

If districts instead adopted effectiveness - based layoff policies, they would be likely to lay off fewer teachers, achieve the same budgetary savings, and have a higher quality teacher workforce.

Not exact matches

The quality of the teacher workforce in the United States is of considerable concern to education stakeholders and policymakers.

«At the heart of the challenge — and opportunity — is how can we ensure that we have a sustained, and quality, teacher workforce that meet the needs of schools?

According to «The Numbers Game: Ensuring Quantity and Quality in the Teaching Workforce,» a report of The National Association of School Boards of Education (NASBE), the first component of a satisfying job in teaching is that satisfied teachers are more likely to work in schools with supportive environments.

In spite of growing demands for high - quality early - childhood programs, preschool teachers still earn roughly half what kindergarten teachers do, according to a report released by the Center for the Child Care Workforce.

We are facing some real challenges in obtaining the high - quality, diverse teacher workforce that we need.

It seems likely that the funds currently devoted to support teacher DB plans could be redeployed in a more strategic manner to promote the highest quality workforce for students in K - 12 schools.

Moreover, a far lower proportion of the teacher workforce had an advanced degree in the 1960s; obtaining such a degree may have been more likely to reflect the quality of those teachers who pursued this credential.

Those who buy the notion that the Coleman Report basically got it right might ask why we have not made more progress in improving the quality of the teacher workforce (or schools more generally).

A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school's workforce.

Second, hiring more teachers may dilute the quality of the workforce, thereby negating any gains among the students of good teachers.

The debate over school integration now requires discussion of school accountability, parental choice, and measures designed to enhance the quality of the teacher workforce.

In addition to the idea that raising the economic benefits of being a teacher could improve the quality of the teaching workforce, the results also suggest one upside to recessions: they may provide a window of opportunity for school districts to recruit strong teachers who might otherwise have chosen a different career path.

All of this means we are facing some real challenges in obtaining the high - quality, diverse teacher workforce that we need.

The Public Education Forum of Mississippi presented a report to legislators indicating that «Mississippi's teacher workforce is fast being depleted and the quality of education will be jeopardized if action is not taken to attract, support, and retain educators.»

After a decade of tracking state policies in key areas related to elementary and secondary education, Quality Counts this year significantly broadens its perspective to look at the connections between K - 12 education and the other systems with which it intersects: early - childhood education, teacher preparation, postsecondary education, and economic and workforce development.

Ultimately, Ms. Johnstone says, a balanced workforce should not be prioritised above the quality of teachers overall.

She posited that collective bargaining allows teachers to soak up more of the resources for themselves without generating any change in the quality of the teacher workforce.

The chief inspector warned that teacher retention was critical to maintaining a quality teaching workforce and maintained that «unless we get leadership right then we will still continue to have problems.»

It does not address the changes we need to see in teacher compensation, the organization of the school day, the role of instructional leadership, and a range of other key factors crucial to getting the teacher - quality equation right in a workforce of 3,000,000 facing 200,000 teacher hires a year, due to high rates of turnover and mounting retirements.

An economist, Dr. Player focuses on the education workforce, particularly the links among policy, funding, performance incentives and the quality of teachers and principals.

We support innovation in education from the development of teacher and leader pipelines that promote high - quality and diverse workforces to the creation of micro-credentials that serve as a flexible way to demonstrate professional growth and proficiency.

TFA appears to be a viable alternative source of high - quality teachers, compared with both the pool of new teachers available for hire in Houston and the district's entire workforce of current teachers.

New teacher evaluation systems are the latest effort to measure and improve the quality of the teaching workforce, but these new systems have already raised concerns that they will be subject to the same rating inflation by administrators that plagued previous systems.

The compositional effect of rigorous teacher evaluation on workforce quality.

That support can take the form of technical assistance, such as on - site coaching or consultation; financial incentives, like tiered child care subsidy reimbursement rates and quality improvement grants; and workforce supports, like wage subsidies or scholarships for teachers pursuing higher education.Aleksandra Holod et al., Moving Up the Ladder: How Do States Deliver Quality Improvement Supports Within Their Quality Rating and Improvement Squality improvement grants; and workforce supports, like wage subsidies or scholarships for teachers pursuing higher education.Aleksandra Holod et al., Moving Up the Ladder: How Do States Deliver Quality Improvement Supports Within Their Quality Rating and Improvement SQuality Improvement Supports Within Their Quality Rating and Improvement SQuality Rating and Improvement Systems?

Title II is the major federal funding stream districts use to support their teacher workforce and ensure equitable access to high - quality teachers and principals for all students.

Title II of the law — «Preparing, Training, and Recruiting High Quality Teachers and Principals» — is the federal government's chance to make a strategic investment in creating a quality teaching worQuality Teachers and Principals» — is the federal government's chance to make a strategic investment in creating a quality teaching worquality teaching workforce.

Efforts to improve the quality of the teacher workforce have risen to the top of the education policy agenda during the past decade.

As part of the Educator Development team at the Massachusetts Department of Elementary and Secondary Education, she coordinates educator quality programs, including Title IIA, teacher recognition program, such as Teacher of the Year, and the Educator Workforce Diversity Initteacher recognition program, such as Teacher of the Year, and the Educator Workforce Diversity InitTeacher of the Year, and the Educator Workforce Diversity Initiative.

Also, quite a few of these states have been dealing with teacher shortages and other difficulties with recruiting and maintaining a quality workforce — an expected byproduct of low salaries.

The authors examine the link between teachers» pension incentives and workforce quality and find no evidence to suggest that the incentives raise quality.

Many are turning the crisis into an opportunity to build a sustainable, high - quality, and more diverse teacher workforce.

Without remedying teacher pay and benefits, the quality of the teacher workforce and the pipeline leading to it will continue to suffer in not just those states that are striking but in all states where teacher and educational conditions are weak.

Under the Every Student Succeeds Act (ESSA), every state has the opportunity to analyze its current teacher and leader quality initiatives and use ESSA to ensure your education workforce can deliver on the state's strategic vision and aspirations for the students this law is intended to serve.

«California teacher preparation programs are assessed using a wide array of measures of program quality,» he continued, adding that the Commission is «committed to remaining a nationwide leader in educator preparation in order to ensure California students have a well - prepared and exceptionally qualified educator workforce.»

E fforts to improve the quality of the teacher workforce have risen to the top of the education policy agenda during the past decade.

Decades of research point to the critical role that high - quality school leaders play in building a strong and stable teacher workforce.

What all of these countries have in common is an intense focus on the quality of the teacher workforce, which in turn positively influences student achievement.6

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

In a review of California's «last in, first out» process conducted over four years ago, the state's own Legislative Analyst Office concluded that seniority - based layoffs lead «to lower quality of the overall teacher workforce» and recommended that «the state explore alternatives that could provide districts with the discretion to do what is in the best interest of their students.»

As we work to ensure a high - quality teacher for every child and classroom, the time is ripe to think differently about providing equitable access to excellent educators for all students by ensuring workforce stability for the future.