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A program presented by Philanthropy Connects, the public policy committee of Philanthropy
WHO SHOULD ATTEND: all interested funders.
- How can parents, principals, and districts know whether teachers are effective?
- How can schools and districts recruit and retain effective teachers?
- How can they help teachers in all schools become more effective?
- Can New York find a middle ground?
Educators, researchers, and policymakers are reaching consensus that teaching effectiveness is the “most important schooling factor influencing student achievement” [cited in EdWeek, April 28, 2010]. But they are not even close to agreement on what to do about it. In a March meeting with New York grantmakers, State Education Commissioner David Steiner characterized the debate as “bipolar” – and said he wants the State to find a middle ground. Regents Chancellor Merryl Tisch echoed the desire to find a middle ground in an April meeting with education funders: the Regents, she said, want to improve both recruitment and pre-service training and also retention and in-service professional development. Yet, the research on how to attract, support, retain – and equitably distribute – effective teachers across school districts isn’t clear or simple.
You are invited to participate in a conversation between one of the key researchers in the field, Susan Moore Johnson of Harvard University, herself a former teacher and district administrator, who is leading Harvard’s “Project on the Next Generation,” and Fred Frelow of the Ford Foundation, also a former teacher and district administrator, who is leading Ford’s Transforming Secondary Education Initiative.