Creating Conditions in Poor Schools That Support Effective Teaching and Learning

July 13, 2012

In recent years, much attention has been paid to developing meaningful teacher evaluation systems as a strategy to improve public education, and rightly so. But while states and districts implement better ways to identify their strongest educators, too many are giving short shrift to the culture and work environments in schools, particularly in high-poverty and low-performing schools.

In a new study released by The Education Trust, authors Sarah Almy, director of teacher quality, and Melissa Tooley, a teacher quality data and policy analyst, find the conditions for teaching and learning are critical to teacher satisfaction, especially in struggling schools.


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