EducationCounsel is a mission-based education consulting firm that combines experience in policy, strategy, law, and advocacy to drive significant improvements in the U.S. education system.
States around the country are establishing continuity across the standards that scaffold a child’s early learning experience and K-12 school career, which could improve school readiness and set more children on the path to academic success.
The Measures of Effective Teaching (MET) project is a research partnership of academics, teachers, and education organizations committed to investigating better ways to identify and develop effective teaching. This latest study explains how to build, and over time improve, the elements of a training system that equips all observers to identify and develop effective teaching. It’s based on the collective knowledge of key partners in the MET Project—which carried out one of the largest-ever studies of classroom observations—and of a community of practitioners at the leading edge of implementing high-quality observations in the field. From this experience, we’ve unpacked how training can build the necessary skills, and how to build the capacity to provide that training.
This LatestCounsel post was written by Terri Taylor, Policy & Legal Advisor.
EducationCounsel has been supporting the National Network of State Teachers of the Year (NNSTOY) to study what excellent teachers think about assessments, given the opportunity to perform a close, side-by-side analysis of the new and old tests. We were particularly interested in their thoughts about the quality and utility of the new assessments compared to the prior state tests. After all, teachers can be powerful champions for good assessment. As those closest to the process of preparing for and administering assessments, teachers have essential perspectives that parents, students, and other educators trust. Moreover, teachers can uniquely explain whether an assessment reflects good classroom practice and asks students to demonstrate what they know and can do.
This post originally appeared on the William T. Grant Foundation website, as part of the Evidence at the Crossroads series.
By Frederick M. Hess and Bethany Little
Earlier this year, we made the bipartisan case for why and how federal education policymakers need to start playing “Moneyball.” By adopting and adapting the Oakland Athletics’ pioneering approach in baseball of making decisions informed by data—rather than hunches, biases, and “the way we’ve always done things”—we can get better returns on our federal education investments and better outcomes for students.
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