How Do We Get Experienced, Accomplished Teachers into High-Need Schools?
If a master designer had created American education as we know it, he would have to be a Robin Hood in reverse, taking from the poor and giving to the rich. American students with all of the advantages of wealth are disproportionately taught by the best prepared, most experienced and most accomplished teachers, while students living in poverty with the greatest educational needs are disproportionately taught by novice teachers who were poorly prepared and who receive inadequate support. As a consequence, the teachers in high poverty schools turn over at a high rate, making it difficult for these schools to improve. From a variety of different perspectives, our panel will address two vital questions: What are the systemic causes of this mismatch of educational resources and educational need? What policies could be adopted to remedy this mismatch, and attract experienced, accomplished teachers into schools with high educational need?
Richard Ingersoll, Professor of Education and Sociology; Board of Overseers Chair of Education, Education Policy Division, Graduate School of Education, University of Pennsylvania Powerpoint
Helen Ladd, Susan B. King Professor of Public Policy; professor of economics, Sanford School of Public Policy, Duke University Powerpoint
Peter McWalters, former Rhode Island Commissioner of Elementary and Secondary Education; former Superintendernt of Schools, City School District of Rochester, NY; former Interim Strategic Initiative Director, Education Workforce
Mary Cathryn Ricker, Executive Vice President, American Federation of Teachers; Board Member, Albert Shanker Institute
Moderator: Marla Ucelli-Kashyap, Assistant to the President for Educational Issues, American Federation of Teachers
Sponsored by the Albert Shanker Institute and the American Federation of Teachers, this conversation series is designed to engender lively and informative discussions on important educational issues. We deliberately invite speakers with diverse perspectives, including views other than those of the AFT and the Albert Shanker Institute. What is important is that these participants are committed to genuine engagement with each other.
Teaching in Context (Harvard Education Press, 2017)provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The volume is edited by ASI senior fellow Esther Quintero and has a foreword by Andy Hargreaves.