May 31st, 2016 by Elizabeth Vincent
As someone for whom teacher leadership had a profound impact, I know the potential benefits of similar experiences for teachers across the state. Teacher leadership opportunities can invigorate, energize, and empower teachers. In order for these opportunities to provide the greatest benefits to students and schools, leadership positions should be structured so that teachers have maximum support to feel encouraged by their new positions, rather than overworked. Tennessee’s teachers do amazing work every day for our students in the classroom, and we must build a system that empowers them to lead outside the classroom, as well.
May 25th, 2016 by SCORE
The State Collaborative on Reforming Education (SCORE) announced that 49 teachers have been selected for the 2016-17 class of the Tennessee Educator Fellowship, a significant expansion of the program that…
May 23rd, 2016 by Amy Griffith Graydon
New Vision Academy (NVA) has an exceptionally data-rich culture. Many tools for monitoring student growth are in use at this public charter school in Nashville – assessments, benchmarks, math and reading levels – and NVA sets a new standard for using this information productively. Data improves instruction, facilitates teacher collaboration, and aids communication with students and parents. “Once they start to believe, then they start to own their education,” said Executive Director Timothy Malone. “Everybody’s not on the same level, and we recognize that. But we want to see that growth in every child. The data doesn’t lie. We try to tie that data into everything we do.”
May 17th, 2016 by SCORE
For four days, the SCORE Policy and Research team had the opportunity to participate in the recent American Educational Research Association’s Annual Meeting in Washington, DC. AERA is the largest gathering of education-focused researchers and advocates each year, and the 16,000 attendees represented all levels and sectors of the policy, research, advocacy, and practitioner communities. Here, the team offers reflections on the lessons learned and what most affected them from the experience.
May 10th, 2016 by Kyle Southern
A recent report from the Metro Nashville Human Relations Commission presents the stark disjoint between the demographics of Metro Nashville’s teaching and student populations. The report’s data and findings are jarring, but its authors have provided a valuable service to the Nashville community by providing a call to action. Similar investigations in other districts would provide a comparable service and should prompt the kind of reflection necessitated by Metro Nashville’s report.
May 5th, 2016 by Jamie Woodson
The recognition of the importance of teaching is why Tennessee sets aside the first week of May to honor the state’s teachers. The importance of great teaching is why the Expect More, Achieve More Coalition has collected stories about this student focused work from students and teachers for a series called Tennessee Success Stories.
May 3rd, 2016 by Charlie Bufalino
Improving teacher compensation is a critical lever for improving student achievement and rewarding the impact of high-quality teachers. Teacher incentive structures remain a contested issue within education policy debates. The ultimate question of whether pay-for-performance (PFP) systems lead to more effective teachers and higher student achievement also has not been definitively answered.
May 2nd, 2016 by Amy Griffith Graydon
Dresden Elementary School, which won the 2014 SCORE Prize, has made strong gains across reading, math, and science over the past three years and narrowed achievement gaps in reading, math, and science. Instruction is highly differentiated across the school, and a Response to Instruction and Intervention (RTI2) process involving all students ensures that each child receives exactly what they need. Each child is treated as an individual, personally and academically.