Empowering Effective Teachers Empowering Strategy
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Transcript of Empowering Effective Teachers Empowering Strategy
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 1
ISSuE BRIEF
EMPOWERING EFFECTIVE TEACHERS
FEBRuARy 2010
STRATEGIES FOR
IMPlEMENTINGREFORMS
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EMPOWERING EFFECTIVE TEACHERS
READINESS FOR REFORM2
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 1
The contribution o teachers to student
learning and outcomes is widely recog-
nized. A teachers eectiveness has more
impact on student learning than any other
actor under the control o school systems,
including class size, school size, and the
quality o ater-school programs.1
In astudy o Los Angeles schools, the di-
erence between the perormance o a
student assigned to a top-quartile teacher
rather than a bottom-quartile teacher
averaged 10 percentile points on a stan-
dardized math test.2 Researchers studying
high schools in North Carolina ound that
having a class with a strong teacher had
an impact 14 times greater than having a
class with ve ewer students.3
In spite o these realities, the education
community has not ocused suciently
on improving teacher eectiveness: on
the recruitment, evaluation, development,
placement, and retention o highly eective
teachers. Instead o evaluating teachers
perormance and treating them dier-
ently on that basis, teachers are treated
uniormly and rewarded or longevity and
degrees. Paper credentials that have little
to no proven value trump how successullyteachers educate their students when it
comes to compensation and tenure.
Intent on helping to change this cur-
rent reality, the Bill & Melinda Gates
Foundation embarked on a process to nd
sites that would help determine how to
use measures o teacher eectiveness to
transorm human resources, specically
in determining who is hired and retained,
how tenure is granted, how teachers are
placed, and how compensation and promo-
tion are determined. In April 2009, the
oundation asked nine school districts andone coalition o charter management orga-
nizations (see sidebar) to propose strate-
gies or dramatically improving teacher
eectiveness, including:
developing meaningul measures o
teacher eectiveness, including but
not limited to student achievement
growth over time
increasing the overall numbers o
eective teachers
providing increased pay and greater
roles and responsibilities or teachers
who earn tenure
concentrating eective teachers
where they are needed most
The participating sites committed to
bringing district leadership, school board
leadership, and teachers union leadership
to the table to develop a plan to trans-
orm teacher eectiveness policies and
practices. These working teams spent the
summer o 2009 developing proposals
that outlined how the sites would radically
reorganize their practices and policies to
ensure that every student is taught by an
eective teacher.
ABOuT THIS SERIES
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 3
TABlE OF CONTENTS
Site Conditions That Spport Impementation
Shared leadership, commitment, and
vision
Good data systems
Stakeholder engagement
Financial sustainability
5
Ke Strategies To Improve Teacher
Effectiveness
Multidimensional measures of
effectiveness
Evaluation that informs professional
development
More rigor in deciding tenure
Differentiated compensation and career
pathways Compensation for placement in priority
schools
9
Concsion 15
Although the sites have not implemented
their proposed strategies yet, the planning
process yielded some critical lessons and
approaches that the oundation elt were
important to share as promising practices.
Rigorous evaluation over time will deter-
mine which strategies produce the mostsignicant results. This series ocuses on
three key questions:
How can you tell i your site is ready
to engage in a teacher eectiveness
reorm agenda? (Brie 1)
I you are ready to implement a
teacher eectiveness agenda, where
would you start and what steps might
you take along the way? (Brie 2)
What impact do state and ederal
policies have on your systems abil-
ity to undertake teacher eectiveness
reorms? (Brie 3, orthcoming)
This second brie describes our site condi-
tions that support eorts to implement
reorms and ollows with a discussion
o ve key strategies to improve teacher
eectiveness.
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS4
Measures of Effective Teaching
One barrier to major systems change is the lack o robust, multidi-
mensional measures o teacher eectiveness. Great teaching, ater
all, is multidimensional and should be viewed through multiple lenses.
Teachers should know what the expectations are or good teach-
ing and what they can do to improve their practice. In all 2009, the
Bill & Melinda Gates Foundation launched the Measures o Eective
Teaching project to study multiple measures o teacher eective-
nessincluding videotaped classroom observations, student surveys,
tests o teachers pedagogical content knowledge, and other test- andnontest-based dataand compare the measures to nationally rec-
ognized teaching standards. These data will help determine ways in
which eective teaching can be measured airly and consistently.
For more inormation on this project, current grants or
teacher eectiveness, and what we are learning, please visit
www.gatesoundation.org.
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 5
The 10 sites suraced many o thesame conditions required or suc-cessul implementation. These condi-
tions all into our distinct categories that
represent a minimum readiness threshold
that all school systems should haveor
seek to achievebeore embarking ondeep reorm.
Shared eadership, vision,and commitment to action
Aligning all stakeholders around a com-
mon vision to improve student outcomes by
increasing teacher eectiveness requires
a signicant change management eort. It
is a step change or most districts to move
rom a culture based on compliance to one
driven by perormance.
All 10 sites elt they needed to dedicate
high-level site resourcesboth human
and nancialto the implementation o
and accountability or teacher eective-
ness strategies. Based on these sites
experience, leadership must be willing to
reprioritize other initiatives and reallocate
time and resources to ocus on teacher
eectiveness. In many cases, explicit proj-
ect management expertise and resources
will be needed to support the day-to-day
execution o plans.
Gidance from the sites
Create a roadmap o all initiatives and
strategically make decisions about
priorities. Determine what can be
stopped or delayed based on resource
constraints.
Designate sta to track milestones,
identiy issues, and assign the right
people to implement the strategies.
One option is to create a Program
Management Oce, either with exist-
ing sta or through a contractor, to
provide the service until it becomes
embedded in how things are done.
Create external advisory committees.
Several sites set up external advi-
sory committees that included localunders, politicians, business leaders,
and higher education representatives.
One o these sites met publicly with
this group beore any plans were set
and ollowed up with two substantive
meetings to review a drat proposal
and get eedback. This process
resulted in relationships that helped
maintain momentum.
SITE CONDITIONS THATSuPPORT IMPlEMENTATION
!
SEE BRIEF 1 FORA MORE DETAIlED
ExAMINATION OFSITE READINESS
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS6
Good data sstems
These sites have learned the value o data
systems that can track site, state, national,
and ormative student test scores; capture
student and teacher demographic charac-
teristics; maintain human resource data
on teacher background inormation; audit
student and teacher data to veriy accuracy
and quality; allow student and teacher data
to be linked; and provide unique IDs or
students, teachers, courses, and classes
that are consistent over time and across
disparate data systems.
The sites are committed to creating a data
system that can measure the impact a
teacher has on a student by linking courses,
teachers, and students to determine the
value-added impact o teachers instruc-
tion. Proposed improvements to human
resources data systems call or capturing
contextual inormation on certication,
degrees (including major and institution),
years o experience, salary, attendance,
and participation in proessional develop-
ment activities.
The data that are captured should be
high-quality and user-riendly. Audits are
important to ensure that all data are timely
and accurate, especially i teacher eec-
tiveness data are linked to compensation
and career progression.
Gidance from the sites
Build, buy, or enhance an existing
data warehouse to ensure that all
necessary data are captured in ways
that can link teacher perormance to
student outcomes. I the site already
has a data warehouse and a good
inormation technology department, it
may make sense to build on the exist-
ing structure. Establishing good data
systems requires a signicant invest-
ment. Since sites will be living with
the decision or a long time, it is key to
make the right choices upront.
Develop inormation dashboards
that allow all users across the site
(e.g., school board, central oce sta,
principals, and teachers) to access
relevant, timely data to help assess
and improve teacher perormance.
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 7
Stakehoder engagement
These sites have involved internal and
external stakeholders rom the start in the
planning processes. Their participation is
essential to build and maintain commit-
ment to the vision. Keeping stakeholdersengaged throughout implementation is just
as important. These sites are communi-
cating to both internal and external stake-
holders every step o the way and soliciting
their input when appropriate. Principals,
teachers, unions, and the school board are
particularly important stakeholders, but
it is hard to nd a constituent who is not
interested in teacher eectiveness.
Gidance from the sites
Form a working group comprising
teachers, principals, union repre-
sentatives, and parents/community-
based organization representatives.
Some members should be chosen by
union leaders, some by site leader-
ship. Create a charter or the working
group and meet regularly to commu-
nicate progress, discuss roadblocks
and solutions, solicit eedback, and
make adjustments.Train the core site team how to com-
municate eectively with each stake-
holder group.
Create a communications plan that
encompasses and engages all stake-
holders, including teachers, school
leaders, the central oce, the school
board, unions, parents, and the com-
munity. Continuously execute and adjust
the plan throughout implementation.
Be open to eedback rom all stake-
holders, incorporate when appropri-
ate, and communicate proactively
when eedback is not incorporated.
One site conducted our ocus groups
with teachers and principals and set
up a cross-unctional central oce
working team that brought many per-
spectives to the table.
Work with site parent groups and
community-based organizations to
hold regular town hall meetings with
amilies and students.
Provide regular updates to school
board members through board meet-
ings and individual discussions.
Be proactive with the media and hold
a media roundtable when the timing is
right. In communities with high media
interest and education reporters,
reach out early in the process. In com-
munities where it is hard to get media
attention, sites may be able to wait
until there is progress to report rather
than try to get coverage o what we
intend to do.
These sites are communicating to both internal and external stakeholdersevery step o the way and soliciting their input when appropriate.
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EMPOWERING EFFECTIVE TEACHERS
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Financia sstainabiit
As they move rom planning to implementa-
tion o a teacher eectiveness system, these
sites are identiying sources o unding to
support their eorts: eliminating current
ineciencies, reallocating existing dollars,and seeking state and ederal grants.
The sites are budgeting approximately
$20 million to $46 million annually or a
period o ve years to implement their
teacher eectiveness strategies, repre-
senting 2 to 6 percent o district annual
operating budgets. (The gures do not
include one-time, up ront costs.) One
prospect or resource reallocation is
adjustments in class size. One district cal-
culated that increasing class size by one to
two students could result in reallocations
equaling $5 million to $10 million per year.
The sites are also planning reductions in
central oce expenditures, particularly
those with declining enrollment.
State unding and a sites eligibility or ed-
eral Race to the Top unds will have a signi-
icant impact. National and local oundations
and philanthropists are another source o
unds; however, the challenge is ensuring
that there is enough money to implement
strategies over ve years or more. Using
grants and state/ederal sources as a
catalyst and reallocating existing resources
likely will be the most sustainable way
or sites to implement a high-perorming
teacher eectiveness system.
Gidance from the sites
One site currently allots approximately
$30 million annually in base salary
to reward advanced degrees. Since
research has shown that such addi-
tional degrees have little impact on
student perormance, the site plans toreallocate this unding toward criteria
that directly link to student outcomes,
such as a teachers evaluation peror-
mance and ability to improve student
achievement.
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 9
Mtidimensionameasres of effectiveness
Dening teacher eectiveness is the key
rst step and will underpin all other ele-
ments o a high-perorming system. The
10 sites are intent on developing a compre-hensive, robust, valid, and reliable system
to measure teacher perormance. Student
outcomes will be included, which typically
is not the case now.
Gidance from the sites
Develop multidimensional indicators
o teacher eectiveness that include
such measures as value-added scores
based on student assessment scores,
observation o teacher perormancecalibrated against a rubric, and
nontest measures, such as student/
parent surveys. For example, one site
is ocusing on our elements:
Stdent otcomesThe site will
work with an external partner to
develop value-added measures,
using existing state tests and
qualitative end-o-course evalu-
ations o student work. This will
count or 40 percent or more o the
overall score.
Observation dataTeachers will
be observed according to a peror-
mance competency model linked
to the state standards or teaching.
This will count or 3040 percent o
the overall score.
KEy STRATEGIES TO IMPROVETEACHER EFFECTIVENESS
TEACHER EVAluATION CRITERIA
High-level
principal input
Seniority
Degrees
earned
Today Tomorrow
Teacher
aributes/values
Parent/student
feedback
Principalassessment of
work skills(i.e., teamwork/
leadership)
Rigorouspeer/expert
observaon
Test of
pedagogicalcontent
knowledge
Student
achievement
Basic: Principal observaon
and teacher qualificaonsdetermine rang
Robust: mulple inputs anchored in student achievement
determine effecveness
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EMPOWERING EFFECTIVE TEACHERS
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Fami and stdent feedbackThe
site will leverage current work as
well as partner with an outside rm
to develop valid, statistically sig-
nicant surveys and other methods
(e.g., ocus groups) or gathering
student and amily input to teacherevaluations. This will count or 10
percent o the overall score.
A measre of teacher attitdes
and beiefsThe site will iden-
tiy a partner to develop a tool to
measure specic core values such
as collaboration, the belie that all
students can learn and achieve, and
sel-refection. This will count or
1020 percent o the overall score.
Evaation that informsprofessiona deveopment
In most school systems across the
country, teacher evaluations tend to be
one-dimensional indicators that do not
adequately measure or support teacher
eectiveness. In the participating sites
with satisactory and unsatisactory
rating systems, less than 1 percent o
teachers are typically ound unsatisac-tory despite low student achievement
levels. In many cases, this disconnect is
partly explained by the act that student
achievement is not a component o a
teachers evaluation. Further, the sites are
challenged to create an evaluation system
that accepts perormance dierences
among teachers.
In addition, teachers oten perceive evalu-
ations as punitive rather than a tool to help
them improve. This implies that a massive
cultural shit in belies and behaviors in
the use o teacher evaluations is needed.
Many sites struggle with providing proes-
sional development support that is tailored
to a teachers identied areas o need,
based on his/her relative strengths and
weaknesses. Without eective measures
and a system to evaluate the perormance
o teachers, this neglect is not surpris-
ing. Too oten, proessional development
courses are not strategically aligned to
areas o improvement but rather based
on scheduling convenience or marketing
appeal.
High attrition among new teachers
is a common challenge that might be
addressed by dierentiated proes-
sional support. Many o the sites eel
that novice teachers receive inadequate
support in their rst ew years o teaching.
Specically, site induction programs oten
do not provide sustained support through
the initial years o teaching, resulting in
both high turnover and ineective teaching
Early career turnover can be as much as
30 percent or rst-year teachers,
15 percent or second-year teachers,
and 10 percent or third-year teachers.
Teachers need continued appropriate pro-
essional development, mentoring to build
teacher eectiveness, and ongoing suppor
that will ensure they want to stay in the
classroom.
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EMPOWERING EFFECTIVE TEACHERS
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Teachers and academic coaches also
express a need or support that is ongoing
and school-based to allow or application o
the support they receive. These sites also
ace challenges in tracking the eective-
ness o proessional development to ensure
that support provided to teachers ulti-
mately drives student achievement growth.
To eectively lead an evaluation process
tied to proessional development support
or teachers, principals need to be strong
leaders within their schools. Currently,
most principals are not adequately trained
to eectively evaluate teachers and ensure
customized proessional development is
provided. Further, principals in most sites
currently are not held accountable or the
accuracy or quality o teacher evaluations
or ultimately their schools student gains.
Gidance from the sites
Conduct evaluations annually (more
requently or new and struggling
teachers) and ensure principals
provide one-on-one eedback to eachteacher.
Link perormance evaluations to other
elements o the teacher eectiveness
system: tenure/dismissal, recognition/
promotion, compensation/incentives,
and proessional development.
Train principals to conduct observa-
tions, provide eedback, and take
action to develop/reward teachers
or partner with an external, objective
reviewer. Doing this will help cata-
lyze the process and build capacity in
school leadership to become sel-
sustaining.
One site is planning to implement
proessional learning communities
or teams at each school site to oster
instructional and data-driven collabo-
ration rather than apply a one-size-
ts-all, centrally driven approach.
A ew o the sites are using or plan
to use teacher and administrator
dashboards. The dashboards provide
requent student-level data that allow
teachers to have discussions about
how to improve instruction.
One site is planning an intensive sum-
mer induction program to provide new
teachers with the skills they need to
be successul (e.g., ocus primarilyon classroom experience by allowing
all new teachers to gain exposure to
schools and classrooms o varying
needs).
Another site is supporting mentors or
new teachers to help drive increased
satisaction, accelerate proessional
growth, and boost retention. A set o
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EMPOWERING EFFECTIVE TEACHERS
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master teachers either will leave the
classroom or one year to serve as
dedicated mentors to a new cohort
o teachers beore they are rotated
back into the classroom the next
school year, or alternatively, a num-
ber o master teachers will be given a
reduced class load to allow sucient
mentoring time without having to
leave the classroom completely.
More rigor in decidingtenre
In most sites, tenure is granted automati-
cally with little fexibility in the timing and
not enough rigor in the decisionmaking
process. Such virtually automatic tenure
can result in poor-perorming teachers end-
ing up in classrooms or many years even i
they do not improve student outcomes. Less
than 1 percent o teachers with more than
two years o experience leave involuntarily,
even though there are more than 1 percent
o teachers who are ineective. This trend is
urther exacerbated by dismissal processes
that oten are underused or teachers not
meeting perormance standards.
Many o these sites are evaluating how
to overhaul their tenure process, which
may require overcoming political or legal
constraints. (See Brie 3, or thcoming, or
a detailed examination o policy barriers.)
Principals will need signicant support
rom their human resources departments,
particularly in implementing a robust
evaluation and eedback process to identiy
and intervene with struggling teachers.
Gidance from the sites
One site is planning to abolish
automatic tenure and instead create
a tenure review board with highly
respected and credible members to
assess teachers eligibility or tenure
ater at least two years, based on
teacher eectiveness measures linked
... virtually automatic tenure can result in
poor-perorming teachers ending up in
classrooms or many years even i they do
not improve student outcomes.
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 13
to student outcomes. The intended
result is to give signicantly more
teachers a probationary third or ourth
year beore oering them tenure.
One site is planning to create a new
human resources unction that will
help principals conduct regular
teacher evaluations and have the
sometimes dicult conversations
about ineective perormance, includ-
ing clear and direct recommendations
on how to improve or discussions o
possible dismissal.
Differentiated compensa-tion and career pathwas
The compensation structure in most sites
is based on level o education and years o
teaching, despite little evidence o linkages
between student achievement and these ac-tors. Even in sites with pay-or-perormance
plans, these programs oten are viewed as
an add-on to the base salary, rather than the
undamental compensation structure.
For those teachers who are identied as
eective, sites currently have ew opportu-
nities to increase substantially the teachers
roles or salaries unless they agree to leave
the classroom. Oten, teachers achieving
the greatest student gains are not beingrewarded or their perormance, either
nancially or with leadership opportunities.
Eective teachers can be rewarded both
career advancement opportunities and
nancial incentives. Creating a dened
career progression provides a means to
recognize teachers who have developed a
certain level o perormance, encourages
teachers to continuously improve, and
oers additional roles that develop a
teachers capabilities in mentoring, evalua-
tion, and instructional leadership.
Further, teacher compensation must
align with the dened career progres-
sion to ensure that sites retain their nest
teachers and attract a new generation o
talented proessionals to the eld. Pay-or-
perormance should compensate teachers
or their demonstrated perormance and,
as such, motivate them to continuously
improve their teaching practice and ulti-
mately move student outcomes. For most
sites, this means a move rom an experi-
ence- and degree-based salary system to
a salary system driven by demonstrated
teacher eectiveness.
Gidance from the sites
Create perormance-based and
role-based career steps, with each
step providing eective teachers
with increased responsibilities and
compensation.
One site is planning to create
perormance-based career steps start-
ing rom apprentice teacher to career
teacher to advanced teacher to master
teacher, with additional compensation
ranging rom $5,000 to $15,000 at each
step. The site also plans to create new
roles o mentor, evaluator, and instruc-
tional leader that also will have addi-
tional compensation at each step.
Eective teachers can be rewarded both career
advancement opportunities and fnancial incentives.
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EMPOWERING EFFECTIVE TEACHERS
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Compensation for pace-ment in priorit schoos
Many sites ace the same challenge: mak-
ing hard-to-sta schools or classrooms
compelling places to teach. Too oten a dis-
proportionate number o eective teachersare assigned to high-perorming schools
instead o schools with greater needs.
Teachers requently require additional sup-
port as well as incentives to teach in lower-
perorming schools or classrooms in which
working conditions can be more dicult.
Gidance from the sites
Provide nancial incentives or teachers
to teach in high-need schools. One site,
or example, is planning to provide a$10,000 annual stipend (guaranteed or
three years i the teacher is eective
in the role) or teachers in high-need
schools. These teachers will observe,
give eedback, and serve as a model or
their team o our to seven teachers in
addition to meeting with them weekly
to have data-driven discussions and
strategy sessions. Proessional learning
team leaders, along with the principals,
will be held accountable or ensuringimplementation o the practices
learned in team meetings and modeling
sessions.
Provide teachers with additional
support and resources. One site
plans to provide unique proessional
development opportunities by creating
teacher academies housed in high-
need schools to provide teachers in
these schools with additional, custom-ized proessional development, which
teachers view as a benet.
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 15
It would be a mistake to conclude romthis report that these 10 partnershipsites know how to ensure an eective
teacher in every classroom. They know
much more than they did at the beginning
o summer 2009 as the result o rigorous
data analysis and planning, and they areprepared to learn even more as they move
to implement their careully constructed
plans. The intent in sharing this early
learning is to point to possibilities and to
identiy some paths to progress, not to say
take this road or the next 50 miles. It also
would be a mistake or a school system
to wait until these districts have more
to share beore embarking on a teacher
eectiveness agenda. Too many districts
have detoured around teacher eective-
ness, making it the road less traveled or
too long. It is time or school districts andcharter management organizations to
pursue a course o action that builds on
the existing knowledge base and improves
teaching and learning in every classroom.
CONCluSION
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EMPOWERING EFFECTIVE TEACHERS
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1 Steven G. Rivkin, Eric A. Hanushek, and John F. Kain, Teachers, Schools, and Academic
Achievement, Econometrica, Vol. 73, No. 2 (March 2005), pages 417458.
2 Robert Gordon, Thomas J. Kane, and Douglas O. Staiger, Identiying Eective Teachers
Using Perormance on the Job, Hamilton Project Discussion Paper, (March 2006), The
Brookings Institution.
3 C. Clotelter, H. Ladd, and J. Vigdor, How and Why Do Teacher Credentials Matter or
Student Achievement? (2007b), National Center or the Analysis o Longitudinal Data in
Education Research; Clotelter et al. (2007a).
ENDNOTES
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EMPOWERING EFFECTIVE TEACHERS
STRATEGIES FOR IMPlEMENTING REFORMS 17Editoria and design b KSA-Ps Commnications
2010 Bill & Melinda Gates Foundation. All Rights ReservedBill & Melinda Gates Foundation is a registered trademark
in the United States and other countries.
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