Meeting the Teacher Quality Imperative: New Evidence on Teacher Induction and Professional Development
Research suggests that having a highly-qualified teacher in the classroom yields greater results for student achievement. However, less is known about how to achieve teacher quality. On October 30th, the Scientific Evidence in Education (SEE) Forums hosted an interactive discussion to review the latest research on recruiting and developing competent teachers.
The forum featured brief presentations from the study leaders of two recent reports on teacher quality. The first study, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, is one of the first rigorous efforts to examine the impact of professional development on a large scale. The second study reports the Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. In addition, ample time was made available to discuss the findings and the current teacher quality field.
Read the Event Summary, which provides a concise description of what was discussed at the forum.
View the PowerPoint presentation, which offers an overview of the two presented studies.
Read the ResearchLink brief, which highlights the Institute of Education Sciences' reports.
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Steve Fleischman
SEE Forums Director and Vice President for Public Affairs and Communications
American Institutes for Research
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Michael S. Garet
Chief Research Scientist
American Institutes for Research
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Steve Glazerman
Senior Researcher
Mathematica Policy Research, Inc.
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Kate Walsh
President
National Council on Teacher Quality
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