In New Federal Program to Reward Teachers, Flawed Assumptions
I wrote my latest piece for the New York Times in response to a focus group on the US Department of Education’s proposed Project Respect in which I participated last month. Like far too many education policies, in Project Respect I saw some good ideas poorly implemented:
Project Respect calls for a three-pronged reform of the teaching profession. It envisions a reorganization of schools that would use technology and aides to put more effective teachers in front of more students, coupled with a longer school day to give teachers more time for professional growth.
To find more effective teachers, it calls for an expansion of entry points into the profession, with a higher bar for earning a permanent position. Finally, it calls for increased compensation for career
