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This section of the Web site features recommended resources and
readings from knowledgeable sources.
New! Resources
to Help All Learners • Strategies to Improve Access to the General Education Curriculum presents an overview of strategies to increase the participation and progress of students with disabilities in rigorous academic content. http://www.k8accesscenter.org/training_resources/programsandpractices.asp • Enhancing Your Instruction through Differentiation delivers information and tools to technical assistance providers and district and State personnel about implementing differentiated instruction. http://www.k8accesscenter.org/training_resources/developmodules.asp • Universal Design for Learning (UDL) provides an overview of UDL and offers suggestions on how to implement UDL in school and classroom settings. http://www.k8accesscenter.org/training_resources/universal_design.asp Zap the Gap! offers information on closing the achievement
gap for students in populations specific to Washington state. The
site includes resources and promising programs www.wasa-oly.org/zap/index.htm Thirteen Invaluable Websites for Grantseekers, click here to view CSTP Commissioned Research Reports Who’s Teaching Washington’s Children? A 2006 Update Teachers are a crucial part of Washington’s efforts to provide a high quality education for the state’s school children. In order to consider how Washington’s educational system might be improved, it is important to understand the nature and characteristics of the teacher workforce and the student population it seeks to serve. This report updates information we provided in an initial report on the Washington teacher workforce in 2003. The earlier report, Who’s Teaching Washington’s Children? What We Know – and Need to Know – About Teachers and the Quality of Teaching in the State, presented baseline information and other analyses about the workforce to help inform state and district policy. In this report, we offer new information on a variety of aspects of teaching quality, including trend data on the composition of the workforce, rates of teacher retention and mobility, and teachers’ perspectives on policy-relevant issues. Also new in this report is a spotlight on two groups of teachers: novice teachers and National Board Certified Teachers (NBCTs). Click here to view the report. Teachers Count: Support for Teachers' Work in the Context of State Reform Teachers are the central agents of change in the movement towards the highquality education system that so many desire in Washington state. Without them, what is envisioned by the state's decade-long reform movement can not be realized. High expectations and standards-based reform prompt many questions about how well classroom teachers are supported in their efforts to offer a high-quality education to the state's schoolchildren. Answering such questions presumes good data about the teacher workforce as a whole, and a mechanism for gathering accurate information directly from teachers about their practice, working conditions, and response to reform. The analyses contained in this report-derived from multiple surveys of a representative sample (n=400) of Washington's classroom teachers, supplemented by analyses of a database of all 55,000 teachers in the state-demonstrates what these kinds of information sources can do. Click here (PDF 637 KB) to view the report. Preparation
and Support for Teaching: Teachers' Response to State Education
Reform - March, 2005
Teacher
Retention and Mobility: A Look Inside and Across Districts and Schools
in Washington State (March, 2005) In addition, Teacher Retention – A Problem in Your District? A Guide to Analyzing Teacher Retention is a tool created by CSTP to help districts consider their own data (PDF 459 KB). Committed to Teaching: Staying the Course in Washington's Challenging Classrooms Who's Teaching Washington's Children? Mining Data For Answers full report, (PDF 1.7 MB) Who's Teaching Washington's Children? Mining Data For Answers summary report, (PDF 580 KB) Preparation
and Support for Teaching #2: Working Conditions (June, 2004) Preparation and Support
#3: Professional Development Preparation and Support
for Teaching #4: Teachers' Response to State Education Reform Supporting Classroom
Teachers Articles created from the 2004 CSTP Writers' Retreat at Hood Canal, Washington Priscilla Meddaugh from Vancouver, Washington Rebecca Phipps from Federal Way High School in
Federal Way, Washington Tom
White from Lynnwood Intermediate in Lynnwood, Washington Kelly Cannard
from Jason Lee Middle School in Vancouver, Washington Merle Hom from Meadows Elementary, North Thurston School District, Lacey,
Washington Sheila
Gaquin from Shaw Island Elementary on Shaw Island, Washington Niels
Peterson from Harrington High School in Harrington, Washington Val
Schroeder from Stanwood High School in Stanwood, Washington Jana Dean from Bush Middle School in Tumwater,
Washington Policies and Practices Mentoring Matters and A Better Beginning are two of six books on Sue Anderson's bibliography for those interested in designing a mentoring program, becoming a mentor, or introducing veteran teachers to a new school. Anderson is teacher assistance program coordinator at the Office of Superintendent of Public Instruction. To view the Washington State Professional Development Guide (PDF 694 KB). Leadership Garmston and Wellman make a case that individual teacher talent and energy is essential to student learning, but it is not sufficient. The cumulative effect of what teachers focus on together can improve achievement schoolwide. Their book, The Adaptive School: A Sourcebook for Developing Collaborative Groups, is one of five books on leadership recommended by Jeanne Harmon, executive director of CSTP. How do National Board Certified Teachers perceive the rewards and challenges of teacher leadership, and to what extent do they perceive themselves as leaders? What happens when teachers assume new leadership roles in their schools and school districts? Inverness Research Associates conducted an evaluation of the Washington Initiative for National Board Teacher Certification to answer these questions — and others. Their report has been segmented in small files for ease of downloading. You can read:
Accomplished Teaching The National Board for Professional Teaching Standards posts a number of studies of the impact of National Board Certification on student achievement, professional development and teacher leadership on its Web site. You can find them at www.nbpts.org/research/archive.cfm. An evaluation of National Board Certified teachers in Washington assessed
their impact on student learning by using classroom observations, interviews,
teacher self-assessments and principal interviews to measure teacher performance
against the standards identified in the The Art and Science of Teaching.
The research report documents not only student growth in the teachers' classrooms
but also the positive attitudes of administrators who see how teachers meet students
where they are and accelerate their achievement of Washington's standards. Alan
Morasch is the author of the study, National
Board Certification: Impact on Student Learning, December 2002. | |||||||||||||||
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