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Crunching Numbers

Getting Top Teachers Into High-Poverty Schools

September 2006

That's the goal of the Education Trust's recent report, Teaching Inequality.

More classes in high-poverty, high-minority schools are taught by out-of-field teachers. SOURCES: Teaching Inequality, the Education Trust, June 2006; All Talk, No Action, Craig Jerald, 2002
Among the researchers' findings: Children in the highest-poverty schools are assigned to novice teachers almost twice as often as children in low-poverty schools. And students in high-minority schools are assigned to novice teachers at twice the rate as students in schools with few minority students.

The researchers recommend a range of strategies to end the unfair distribution of teacher talent, including scaling back prerogatives that allow experienced teachers to pick their assignments, and identifying effective teachers and paying them more to teach in schools with shortages. And taking a cue from professional sports, start using a "draft strategy" that would allow high-poverty, struggling schools to have the first pick of teaching talent.

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    Smarter Than We Think: More Messages About Math, Teaching, and Learning in the 21st Century

    Smarter Than We Think: More Messages About Math, Teaching, and Learning in the 21st Century

    by Cathy L. Seeley

    Smarter Than We Think is a must-read for parents, teachers, policy makers, or anyone who cares about the mathematical education of the next generation. Seeley tackles common misconceptions about students, and she challenges teachers and teacher educators to engage students by turning their classrooms "upside-down" and to rethink what "everyone knows" about teaching mathematics. She exhorts policy makers to put mathematics first and uses this as the guiding principle in making choices about technology in the classroom, restructuring curriculum, and high-stakes testing. Finally, in a set of essays on the mathematical practices in the Common Core State Standards, Seeley reminds us that it is not simply mathematical content that we want students to master. Rather, we should also seek to instill in our students the essential habits of mind that are the hallmark of mathematical thinking, arguably the essential skill for thriving in the twenty-first century.

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    What Principals Need to Know About Teaching and Learning Writing

    What Principals Need to Know About Teaching and Learning Writing

    by Ruth Culham

    Discover practical strategies for supporting and assessing writing instruction in all content areas while equipping teachers with instructional practices that emphasize this critical skill, which students need to adapt to the demands of the CCSS and thrive in the 21st century. This guide offers the pedagogical expertise every administrator needs to serve as an effective leader.

    Benefits:
    • Assess the teaching and learning of writing in your school or district.
    • Acquire best practices for step-by-step assessment to evaluate students and staff.
    • Align your current practices with the Common Core State Standards.
    • Understand the importance of writing for students' academic and lifelong success.
    • Explore the link between reading skills and students' writing skills.

    $18.71 You save: 25%
    Professional Book | Grades K-8
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    What Principals Need to Know About Teaching and Learning Writing
    Grades K-8 $18.71
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