The importance of education is emphasized by society
senior teachers, though these effects tended to level off after five years. Kati Haycock (2002) of The Education Trust drew from the 1998 Boston Public Schools’ (BPS) when she noted that within one academic year in BPS’s high schools, the top third of teachers judged to be effective produced as much as six times the learning growth as the bottom third of teachers. Murnane, Singer, and Willett (1989) noted that “research suggests that teachers make marked gains in effectiveness during their first years in the classroom. Consequently, reducing the frequency with which children are taught by a successive stream of novice teachers may be one step toward improving educational quality” (p. 343). Steff, Wolfe, Pasch, and Enz (2000) reviewed the literature on the life cycle of a teacher and the time it takes for a new teacher to become proficient. They concluded:
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Three hundred special education directors across Texas completed the survey, and 184 participated in in-depth telephone surveys. Data revealed that the highest teacher vacancy rates in single districts and shared service arrangements were for specialized positions, including teachers of students with emotional disabilities, severe disabilities and auditory impairments (Texas Center for Educational Research, 2001). The study also queried administrators about specific strategies used to address these shortages. Respondents reported that using more paraprofessionals, contracting for services, using personnel who were working toward full licensure or certification, and using alternative certification program interns were the most effective and widely used strategies. This type of survey can provide valuable information at the building level in a district and can serve as an important resource in formulating effective district-wide policy and practice.
is very important. It is because in office buildings, lighting environment needed for job satisfaction, quality of work and productivity. For this purpose, the light must meet the minimum requirements for visual comfort. In addition, the light also plays an important role in creating the atmosphere of the room where the light impact on the mood of the user space and user satisfaction.
14/08/2017 · Toward Enhanced Professional Skepticism
As states and local school districts have begun to implement the mandates of NCLB, collecting information on the teaching workforce to provide an adequate supply of highly qualified educators for all students has become a high priority for state and local administrators. States and local school districts need data collection systems that allow them to:
QSEN Competencies - Quality and Safety Education for …
In an effort to understand the dynamics of retention and attrition issues of special educators and how the work of special educators compares to that of general educators, the U.S. Department of Education, Office of Special Education Programs (OSEP), funded the comprehensive SPeNSE study in 1998. This study provided extensive information on the special education and general education workforces during school year 1999-2000. Reports available offer analyses of data on teacher quality, recruitment and retention, role of paraprofessionals, paperwork burdens, and the licensure or certification status of teaching professionals. Interactive data sets can be searched by region of the country, district size, district poverty, and metropolitan status. The study explored supports that special educators find most effective and issues that drive them from the field. The SPeNSE data offers an administrator a broad view of the types of information that are potentially useful to collect for comprehensive personnel planning at the local level.
Screening, Diagnosing, and Progress Monitoring for …
The WEA survey collected information from 3,834 professionals who were identified on the surveys according to specialization within the field of special education. They reported reasons why they left the field; challenges of their work, caseloads and paperwork; quality of training activities they received; issues related to personal safety; and quality of support systems in place at the district and building levels.