But measures
of teacher effectiveness in the classroom (as estimated by the amount of learning taking place in classes under that teacher's supervision) do correlate with the learning taking place in that same teacher's classroom in subsequent years.
Jimmy Casas, a high school principal from Bettendorf, Iowa, who attended the summit, predicts that meeting the #FutureReady challenge will require an expansion in «student - led initiatives that give students a voice in curriculum offerings, school policies, design of classroom and other learning spaces, lesson / unit design, student - led conferences and feedback
on teacher effectiveness in the classroom.»
The paper's authors also challenge the education sector to codify current and future resea rch and practical knowledge about quality teaching to
improve teacher effectiveness in every classroom and to advance the field of education overall.
They have encouraged teacher salaries that are unrelated to
teacher effectiveness in the classroom.
The naïve calls for «highly qualified teachers» in the No Child Left Behind act have been replaced by recognition that credentials and qualifications — the objects of past policies — are not closely related to
teacher effectiveness in the classroom.