Educating Teachers for California's Future

Examines California's teacher workforce needs, including teacher education and supply-and-demand issues, and makes recommendations to the state of California for strategies to sustain high quality teacher preparation

A Matter of Degrees: Preparing Teachers for the Pre-K Classroom

Reviews the research on how pre-K teacher preparation affects learning and program quality. Explores the potential costs and benefits of raising preparation standards, expected challenges, and strategies states and localities have used to address them

Using Technology to Support At-Risk Students' Learning

A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk

What Can PISA Tell Us about U.S. Education Policy?

Despite years of attention to “reform” in the United States, overall achievement on international assessments such as PISA has not improved during the period from 2000 to 2012. Reforms focused on high-stakes testing attached to sanctions, expansions of charter schools, and a market-based approach to teaching have been unsuccessful in changing outcomes. Meanwhile, growing childhood poverty, along with increasing segregation, income inequality, and disparities in school spending, have expanded the opportunity gap. Lessons from other nations and successful states indicate that systematic government investments in high-need schools along with capacity-building that improves the knowledge and skills of educators and the quality of curriculum opportunities are more effective ways of improving overall learning and reducing the achievement gap

Preparing School Leaders for a Changing World: Lessons From Exemplary Leadership Development Programs

Presents eight case studies of effective school leadership training programs and provides the key characteristics of high-quality training to help states and districts address long-standing weaknesses in the way principals are prepared for their jobs

Avaliação e responsabilização na preparação universitária e professional: Desenvolvendo um novo paradigma

As schools across the country prepare for new standards under the Common Core, states are moving toward creating more aligned systems of assessment and accountability. This paper recommends an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by adequate and appropriate resources, so that all students regardless of background are prepared for both college and career when they graduate from high school. Drawing on practices already established in other states and on the views of policymakers and school experts, this paper proposes principles for effective accountability systems and imagines what a new accountability system could look like in an imagined “51st state” in the United States. While considerable discussion and debate will be needed before a new approach can take shape, this paper’s objective is to get the conversation started so the nation can meet its aspirations for preparing college- and career-ready students. A medida que las escuelas de todo el país se preparan para nuevos estándares en el marco del Common Core (Núcleo Básico de contenidos), los estados están creando sistemas más alineados de evaluación y responsabilidad. Este documento recomienda un enfoque de evaluación y responsabilidad que se centra en el aprendizaje significativo, habilitado por educadores profesionales cualificados y comprometidos, y con recursos adecuados y apropiados, de manera que todos los estudiantes independientemente de su origen estén preparados tanto para completar estudios universitarios y carreras profesionales cuando se gradúen de la escuela secundaria. Sobre la base de las prácticas ya establecidas en otros estados y en las opiniones de responsables políticos y expertos en educación, este documento propone principios para los sistemas de evaluación y responsabilidad eficaces y se imagina lo que un nuevo sistema de evaluación y responsabilidad podría parecer en un imaginario "Estado 51" en los Estados Unidos. Si bien será necesario tener una gran discusión y debate antes de que un nuevo enfoque puede tomar forma, el objetivo de este trabajo es que comenzar la conversación por lo que el país pueda cumplir con sus aspiraciones para preparar a los estudiantes para que los estudiantes estén preparados tanto para la universidad y carreras profesionales. As escolas de todo o país se preparam para novos padrões no âmbito do Common Core (Núcleo Comum de conteúdos), e os estados estão criando sistemas de prestação de contas avaliação mais alinhados. Este documento recomenda uma abordagem para avaliação e prestação de contas que se concentra nas aprendizagem significativa, ensinados por profissionais qualificados e educadores comprometidos e recursos adequados e apropriados para que todos os alunos, independentemente da sua origem, sejam bem preparados para concluir as faculdade e desenvolver carreiras quando se formarem no ensino médio. Com base em práticas já estabelecidas em outros estados e nas visões de políticos e especialistas em educação, este trabalho propõe princípios para desenhar sistemas de avaliação e responsabilidade efetiva e imagina o que um novo sistema de avaliação e prestação de contas que poderiam aparecer em um imaginário "Estado 51" nos Estados Unidos. Embora vai ser necessário ter uma grande discussão e debate antes pode estabelecer uma nova abordagem, o objetivo deste trabalho é iniciar a discussão para que o país possa cumprir as suas aspirações para preparar os alunos tanto para os estudos universitários e carreiras profissionais.

Accountability for College and Career Readiness: Developing a New Paradigm

As schools across the country prepare for new standards under the Common Core, states are moving toward creating more aligned systems of assessment and accountability. This paper recommends an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by adequate and appropriate resources, so that all students regardless of background are prepared for both college and career when they graduate from high school. Drawing on practices already established in other states and on the views of policymakers and school experts, this paper proposes principles for effective accountability systems and imagines what a new accountability system could look like in an imagined “51st state” in the United States. While considerable discussion and debate will be needed before a new approach can take shape, this paper’s objective is to get the conversation started so the nation can meet its aspirations for preparing college- and career-ready students. A medida que las escuelas de todo el país se preparan para nuevos estándares en el marco del Common Core (Núcleo Básico de contenidos), los estados están creando sistemas más alineados de evaluación y responsabilidad. Este documento recomienda un enfoque de evaluación y responsabilidad que se centra en el aprendizaje significativo, habilitado por educadores profesionales cualificados y comprometidos, y con recursos adecuados y apropiados, de manera que todos los estudiantes independientemente de su origen estén preparados tanto para completar estudios universitarios y carreras profesionales cuando se gradúen de la escuela secundaria. Sobre la base de las prácticas ya establecidas en otros estados y en las opiniones de responsables políticos y expertos en educación, este documento propone principios para los sistemas de evaluación y responsabilidad eficaces y se imagina lo que un nuevo sistema de evaluación y responsabilidad podría parecer en un imaginario Estado 51 en los Estados Unidos. Si bien será necesario tener una gran discusión y debate antes de que un nuevo enfoque puede tomar forma, el objetivo de este trabajo es que comenzar la conversación por lo que el país pueda cumplir con sus aspiraciones para preparar a los estudiantes para que los estudiantes estén preparados tanto para la universidad y carreras profesionales

GSCC targeted inspections of Approved Mental Health Professionals (AMHP) courses in England (2011-12)

The General Social Care Council (GSCC) has duties under Section 19 of the Mental Health Act 2007 to approve Approved Mental Health Profession (AMHP) training. This function will transfer to the Health Professions Council on 31 July 2012. The GSCC carried out a targeted inspection between March 2011 and February 2012 of all 22 AMHP programmes across England. This was to ensure at the point of transfer all courses were sufficiently meeting standards. There had been a number of issues and concerns raised about inconsistencies in the quality of AMHP programmes. The inspection process involved consulting all stakeholders concerned in delivering and using the programmes, including AMHP candidates, service users and carers. Each programme has their inspection report on the GSCC website. The key findings of these inspections are that the majority of the 22 programmes are meeting the standards expected and where they are not, action has been taken to ensure that prior to transfer of the GSCC’s AMHP inspection function, all programmes will meet the standards and not require regulatory intervention. There is inconsistency in the length and attached credit of each AMHP programme, although this did not seem to impair the threshold standard required for being competent in the AMHP role. This composite report features the overall outputs from the inspections

The Threads They Follow: Bank Street Teachers in a Changing World

This report focuses on graduates of Bank Street College Graduate School of Education teacher certification programs, by examining the quality of their preparation, their teaching practices upon graduation, and the influence they have on their students’ learning. It also looks at the cumulative effects of school-wide practices at schools supportive of the Bank Street approach. The results conveyed here are based on the combined analyses of extensive surveys of graduates and employers; large-scale administrative data related to the impact of program graduates on pupil learning in New York City public schools; in-depth classroom and school observations; and interviews of graduates, principals, and college faculty.https://educate.bankstreet.edu/books/1013/thumbnail.jp

Responsabilidade educacional, recursos adequados e resultados: Uma introdução

This special issue furthers the conversation begun in the August 2014 of edition of Education Policy Analysis Archives in the article Accountability for College and Career Readiness: Developing a New Paradigm by Linda Darling-Hammond, Gene Wilhoit, and Linda Pittenger. That paper posits that as schools across the country take on the challenge of preparing all children for success in college, career, and life, states must in turn move toward creating more aligned systems of assessment and accountability. The authors recommend, “an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by adequate and appropriate resources, so that all students regardless of background are prepared for both college and career when they graduate from high school” (p. 1). In this, the third of three focused volumes of EPAA, we hope to further that discussion and debate by focusing, one issue at a time, on each of the three elements of a truly responsible accountability system: 1) meaningful learning, 2) professional capacity and accountability, and 3) equitable and wisely used resources.Este número especial continua la conversación iniciada en el 08 2014 de la edición de la Archivos Analíticos de Política Educativa (EPAA) Accountability for College and Career Readiness: Developing a New Paradigm by Linda Darling-Hammond, Gene Wilhoit and Linda Pittenger. Ese artículo planteaba que mientras las escuelas de todo el país asuman el reto de preparar a todos los estudiantes para ser exitosos tanto en los estudios universitarios, carreras profesionales, y la vida, los Estados deben a su vez avanzar hacia la creación de sistemas alineadoss de evaluación y de responsabilidad educativa Los autores recomiendan “un enfoque de responsabilidad educativa que se centra en aprendizajes significativos, apoyado por educadores profesionales cualificados y comprometidos, con el recursos adecuados y apropiados, de manera que todos los estudiantes independientemente de su origen se estén adecuadamente listos para completar los estudios universitarios, y carreras profesionales, cuando se gradúan de la escuela secundaria” (p. 1). Esta tercera parte de una serie de tres, quiere fomentar la discusión y el debate, centrándose en cada uno de los tres elementos de un sistema de responsabilidad educativa más autentico: 1) el aprendizaje significativo, 2) capacidad profesional y la responsabilidad educativa y 3) recursos equitativos y utilizados de maner a eficaz.Esta edição especial continua a conversa começada em agosto 2014 na Arquivos Analíticos de Política Educativa (EPAA) Accountability for College and Career Readiness: Developing a New Paradigm by Linda Darling-Hammond, Gene Wilhoit and Linda Pittenger. O artigo argumenta que, enquanto as escolas de todo o país assumem o desafio de preparar os alunos para ser bem sucedidos, tanto na universidade, as carreiras professionais e a vida, os Estados devem virar-se para a criação de sistemas alinhados avaliação e responsabilidade educativa Os autores recomendam “abordagem de responsabilidade educativa que se concentram em aprendizagens significativos apoiado por profissionais qualificados e educadores comprometidos, com recursos adequados e apropriados de modo que todos os alunos, independentemente da sua origem estejam devidamente preparados para completar os estudos universitários e carreiras profissionais quando se formarem no ensino médio” (p. 1). Esta terceira parte de uma série de três, se propõe fomentar a discussão e o debate, centrando-se em um dos três elementos da responsabilidade educativa: 1) a aprendizagem significativa, 2) capacidade profissional e responsabilidade educativa, 3) financiamento distribuído de forma igualitária e utilizado de maneira eficaz