Synopsis
''Improving teacher quality is a necessary―indeed, the key―ingredient for improving our nation's schools,'' the editors of Creating a New Teaching Profession conclude. But putting this advice into practice may require radical reforms in the way schools attract, retain, evaluate, and develop teachers. The scholars and practitioners in this book go beyond empirical research to offer private sector lessons and innovative reforms to jolt the teaching profession from complacency: Dan Goldhaber and Jane Hannaway on the urgent need to rethink human capital development in teaching; Alan S. Blinder on educating tomorrow's workforce; Sean P. Corcoran on proposed teacher training policies; Michael M. DeArmond, Kathryn L. Shaw, and Patrick M. Wright on human resource management in school districts; Dan Goldhaber on teacher development overseas; Frederick M. Hess on avenues for rethinking the teaching profession; Paul T. Hill on instructional technology; Eric A. Hanushek on teacher deselection; Steven G. Rivkin on performance-based pay systems; Robert M. Costrell, Richard W. Johnson, and Michael J. Podgursky on retirement benefits as incentives; Jennifer King Rice on effective professional development; David H. Monk on education that fits teachers changing career paths; Joel I. Klein on challenges facing urban school superintendents; Randi Weingarten on the role of teachers unions in reform; Andrew J. Rotherham on public policy that effectively supports teachers
About the Author
Dan Goldhaber is professor in Interdisciplinary Arts and Sciences at the University of Washington, Bothell; an affiliated scholar at the Urban Institute; and an editor of Education Finance and Policy. He previously served as an elected member of the Alexandria City (Va.) School Board from 1997 to 2002. His work focuses on educational productivity and reform at the K-12 level and addresses the role that teacher pay structure plays in teacher recruitment and retention; the influence of human resource practices on teacher turnover and quality; and the role of community colleges in higher education. Dr. Goldhaber's work has been published in leading journals and has appeared in major media outlets such as National Public Radio, Education Week, Washington Post, and USA Today. Jane Hannaway is a senior fellow and founding director of the Education Policy Center at the Urban Institute, where she oversees the work of the Center and is a member of the Institute's senior management team. Dr. Hannaway is also the director and overall principal investigator of the National Center for Analysis of Longitudinal Data in Education Research (CALDER). An organizational sociologist, her work focuses on the effects of education reforms on student outcomes as well as on school policies and practices. Her recent research is heavily focused on the effects of various accountability policies and issues associated with teacher labor markets. She has written or edited seven books and numerous articles in education and management journals. Dr. Hannaway previously served on the faculty of Columbia, Princeton, and Stanford universities. She has held several national positions and currently serves on the National Academy Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation and Accountability.
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