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TNTP, 2014
Nobody goes into teaching to get rich, but that's no excuse not to pay teachers as professionals. Compensation is one of the most important factors in determining who enters the teaching profession and how long they stay--yet 90 percent of all U.S. school districts pay teachers without any regard for their actual performance with students,…
Descriptors: Teacher Salaries, Compensation (Remuneration), School Districts, Teacher Competencies
Menzes, Ana; Maier, Adam – TNTP, 2014
The field of teacher preparation is falling short of its most important responsibility: ensuring that the teachers we train are ready to do the job. For more than a decade,TNTP preparation programs produced teachers who were no more or less effective than teachers from any other program-- some were great, some were poor, most were about average.…
Descriptors: Preservice Teacher Education, Educational Change, Teaching Skills, Basic Skills
TNTP, 2012
In "The Irreplaceables," TNTP researchers argued that America's urban schools take a negligent approach to teacher retention, losing too many of their very best teachers--their "Irreplaceables"--and keeping too many of their weakest teachers, year after year. A combination of weak school leadership, poor working conditions and…
Descriptors: Public Schools, Educational Change, Instructional Leadership, Urban Schools
Fishman, Shira; Henderson, Whitney; Irish, Jamie; Lyons, Katie; Ross, Leslie – TNTP, 2012
Founded by TNTP, the Fishman Prize for Superlative Classroom Practice is an annual award for the nation's best teachers in high-poverty public schools. The goal is to shine a spotlight on great teaching and amplify the voices of some of the nation's best educators so that others can gain insight into their remarkable classrooms. No more than five…
Descriptors: Faculty Development, Teacher Effectiveness, Learner Engagement, Mathematics Instruction
TNTP, 2011
A vast gulf in academic achievement separates public schools in Washington, D.C.'s poorest neighborhoods from those in its most affluent. Achievement Prep, which serves 4th-8th graders in D.C.'s impoverished 8th Ward, is an outlier. Yet in 2011, 60% of Achievement Prep's "scholars" scored proficient or advanced in reading on the DC-CAS…
Descriptors: Academic Achievement, Feedback (Response), Neighborhoods, Public Schools