ERIC Number: ED568783
Record Type: Non-Journal
Publication Date: 2013-Nov
Reference Count: N/A
Learning from the Experts: Teacher Leaders on Solving America's Education Challenges
Coggins, Celine, Ed.; Peske, Heather G., Ed.; McGovern, Kate, Ed.
Harvard Education Press
"Learning from the Experts" offers an intimate look at the ways education policies collide with everyday classroom practices and illustrates how thoughtful, solutions-oriented and results-driven teachers are reframing debates in education today. Early career teachers now make up a "new majority" (52 percent) of the workforce. Their ideas about the profession are often radically different from the previous generation's but are not often heard in education reform. "Learning from the Experts" draws on the work of the nonprofit organization Teach Plus to address this divide. In this lively collection, emerging teacher leaders in dialogue with seasoned leaders weigh in on the most difficult challenges in education today. Topics include the appropriate use of data, teacher effectiveness, retaining talented teachers in high-needs schools, reforming teacher unions, supporting teacher leadership, and strengthening the teaching profession itself. Following Acknowledgments and the Introduction, Who Are the Real Experts?--Why We Should Ask Teachers How to Fix Our Schools (Celine Coggins), this book is comprised of seven chapters. Chapter 1, Creating and Using Data in Schools, contains the following contributions: (1) Framing the Issue (Ross Weiner); (2) The Quantified Student: A "Bad Teacher" Rethinks Data Use (Sujata Bhatt); (3) Unacknowledged Truths: Testing Speaks--Are We Listening? (Michelle Morrissey); (4) The Right Conversation to Be Having: Why Student Growth Data Matters (Kyle Hunsberger); and (5) Response (Ross Wiener). Chapter 2, Ensuring Equitable Access to Great Teachers, contains the following contributions: (6) Framing the Issue (Kati Haycock and Sarah Almy); (7) Moving the Whole School Forward: Talented Teachers for Turnaround Schools (Erin Dukeshire and Lisa Goncalves Lavin); and (8) Response (Kati Haycock and Sarah Almy). Chapter 3, Measuring Teacher Effectiveness, contains the following contributions: (9) Framing the Issue (Jason Kamras); (10) Satisfactory? Me?--Giving New Teachers the Support They Deserve (Stephanie Widmer); (11) High IMPACT: It's the Feedback That Adds Value (Dwight Davis); (12) Urgency Breeds Anxiety: The Challenge of Building Teacher Trust (Peter Tang); and (13) Response (Jason Kamras). Chapter 4, Building a Performance-Driven Profession, contains the following contributions: (14) Framing the Issue (Celine Coggins and Lindsay Sobel); (15) From New Teacher to Teacher Activist: What I Learned from "Mr. Miller" (Tina C. Ahlgren); (16) Leaving Cherie: One Teacher's Experience of Last In, First Out (Jeanette Marrone); and (17) Response (Celine Coggins and Lindsay Sobel). Chapter 5, Engaging Early Career Teachers in the Union, contains the following contributions: (18) Framing the Issue (Paul Toner); (19) From the Classroom to the Big Picture: Why I Changed My Mind About Teacher Unions (Karen L. McCarthy); (20) Caught in the Middle Versus Finding the Middle Ground: What's Best for the Children of Chicago? (Gina Caneva); and (21) Response (Paul Toner). Chapter 6, Building School Leadership that Facilitates Great Teaching, contains the following contributions: (22) Framing the Issue (Benjamin Fenton and Terrence Kneisel); (23) I Wasn't Ready to Stop Improving: Why Irreplaceable Teachers Need Irreplaceable Leaders (Allison Frieze); (24) Putting My Beliefs into Practice: Principal Leadership Makes the Difference (Audrey Herzig Jackson); (25) Honoring My Mother: The Evolution of an Unlikely Educator (Jeremy Robinson); and (26) Response (Benjamin Fenton and Terrence Kneisel). Chapter 7, Raising the Status of the Profession, contains the following contributions: (27) Framing the Issue (Edward Liu); (28) Reforming Teacher Entry and Training: Shouldn't We Hold Teachers (Like Me) to a Higher Standard? (Meaghan Petersack); (29) Not My Parents' Profession: Today's Teachers Need Career Ladders (Erin Dukeshire); (30) Too Smart to Be a Teacher?--Let's Prove My Grandmother Wrong (Jaime Siebrase Hudgins); and (31) Response (Edward Liu). The Conclusion, Where Do We Go from Here?--Turning Teacher Voice into Action is written by Kate McGovern. Contains notes, sections about the editors and contributors, and an index.
Descriptors: Teacher Leadership, Expertise, Data, Decision Making, Equal Education, Teacher Effectiveness, Teacher Evaluation, Beginning Teachers, Unions, Instructional Leadership, Status, Teacher Persistence, Testing, School Turnaround, Feedback (Response), Trust (Psychology), Teacher Education, Educational Change, Career Development
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: firstname.lastname@example.org; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: N/A
Authoring Institution: Harvard University, Graduate School of Education
Identifiers - Location: Illinois (Chicago)