Item 1
For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools. These and other policies during the "Race to the Top" era in the early 2010s implicitly assumed teacher effectiveness was independent of the context in which teachers work, the support they receive, and the students they teach.
For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools. These and other policies during the "Race to the Top" era in the early 2010s implicitly assumed teacher effectiveness was independent of the context in which teachers work, the support they receive, and the students they teach.
For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools. These and other policies during the "Race to the Top" era in the early 2010s implicitly assumed teacher effectiveness was independent of the context in which teachers work, the support they receive, and the students they teach.
Item 2
For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools. These and other policies during the "Race to the Top" era in the early 2010s implicitly assumed teacher effectiveness was independent of the context in which teachers work, the support they receive, and the students they teach.
For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools. These and other policies during the "Race to the Top" era in the early 2010s implicitly assumed teacher effectiveness was independent of the context in which teachers work, the support they receive, and the students they teach.
Item 3
For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools. These and other policies during the "Race to the Top" era in the early 2010s implicitly assumed teacher effectiveness was independent of the context in which teachers work, the support they receive, and the students they teach.
For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools. These and other policies during the "Race to the Top" era in the early 2010s implicitly assumed teacher effectiveness was independent of the context in which teachers work, the support they receive, and the students they teach.
For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools. These and other policies during the "Race to the Top" era in the early 2010s implicitly assumed teacher effectiveness was independent of the context in which teachers work, the support they receive, and the students they teach.