Does Collective Teacher Autonomy Make Any Difference for Student Achievement? (Kim Farris-Berg), Part 3
Farris-Berg is lead author of Trusting Teachers with School Success: What Happens When Teachers Call the Shots. She is a Senior Associate with Education Evolving, a policy design shop based in St. Paul, Minnesota, and an independent education policy strategist. Her Twitter handle is @farrisberg.
High-performing organizations assess performance and act upon results to improve performance. The teachers who have collective autonomy to make decisions influencing school success do too.
Of course these teachers and their students participate in state standardized tests. Under No Child Left Behindthey must. But, like many other teachers, they are concerned about the current policy context in which their
High-performing organizations assess performance and act upon results to improve performance. The teachers who have collective autonomy to make decisions influencing school success do too.
Of course these teachers and their students participate in state standardized tests. Under No Child Left Behindthey must. But, like many other teachers, they are concerned about the current policy context in which their