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ERIC Number: ED543549
Record Type: Non-Journal
Publication Date: 2008-Feb
Pages: 41
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: N/A
Key Issue: Identifying Professional Contexts to Support Highly Effective Teachers
Hirsch, Eric
National Comprehensive Center for Teacher Quality
Policymakers, practitioners, and researchers have long understood that teacher quality is the most important variable for the success of students. The context in which educators work is critical to their success and satisfaction; however, identifying and addressing the conditions that teachers want and need is difficult. Assessing context is not like analyzing other more neutral and quantifiable data points, such as student test scores and class size. The only way to get at issues of culture and collaboration is to ask educators themselves; however, getting honest, authentic input and dialogue can be challenging, especially in schools where the basic building blocks of a positive context--trust, time, and leadership--are not in place. Using information in a positive way toward school improvement is critical. This paper offers important ideas to consider when assessing and discussing professional context. This paper also offers strategies and resources that will help states, districts, and schools assess and take action to improve the professional cultures in which educators work.
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail: tqcenter@air.org; Web site: http://www.tqsource.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality