Seizing Opportunity at the Top: How the U.S. Can Reach Every Student With an Excellent Teacher

Explains how to provide excellent teachers for every child every year by better identifying excellent teachers, removing policy barriers so they can teach more students for more pay, and catalyzing schools' and districts' will to put them in charge

Standards for teaching and supporting learning in further education in England and Wales

"This document presents a set of standards for teaching and supporting learning in further education in England and Wales. These standards have been developed following widespread consultation with further education managers, staff developers and teachers, and a series of trials in colleges" -- [page 1]

Evaluation Framework for Water Quality Trading Programs in the Chesapeake Bay Watershed

Water quality trading programs are being proposed and implemented across the US in a variety of forms and with differing objectives. The programs being proposed and implemented in the Chesapeake Bay region are no exception. Against this background the Chesapeake Bay Program's Scientific and Technical Advisory Committee and the Mid-Atlantic Water Program requested a general framework to inform and guide the evaluation of the performance trading programs. This resulting report was developed by a workgroup comprised of ten individuals with extensive experience in the study, design, and evaluation of trading programs. While the impetus for this report was to improve evaluation of trading programs in the Chesapeake Bay region, the evaluation framework is broad enough to apply to trading programs in general

Choice and judgement in developing models for health technology assessment; a qualitative study

Introduction: The role of models in supporting health policy decisions is reliant on model credibility. Credibility is fundamentally determined by the choices and judgements that people make in the process of developing a model. However, the method of uncovering choices and making judgements in model development is largely unreported and is not addressed by modelling methods guidance. Methods: This qualitative study was part of a project examining errors in health technology assessment models. In-depth interviews with academic and commercial modellers were used to obtain descriptions of the model development process. Data were analysed using framework analysis and interpreted in the context of the methodological literature. Results: The activities involved in developing models were characterised according to the themes; understanding the decision problem, conceptual modelling, model implementation, model checking, and engaging with the decision maker. Finding and using evidence was frequently mentioned across these themes. There was marked variation between practitioners in the extent to which conceptual modelling was recognised as an activity distinct from model implementation. Discussion: Methodological approaches to addressing model credibility described in the wider modelling literature highlight the necessity to disentangle the conceptual modelling and implementation activities. Whilst interviewees talked of judgements and choice making throughout model development, discussion indicated that these were based upon skills and experience with no discussion of formal approaches. Methods are required that provide for a systematic approach to uncovering choices, to generating a shared view of consensus and divergence, and for making judgements and choices in model development