Recently, the Education and Labor Committee of the U.S. House of Representatives held a hearing attended by teachers and teacher representatives. The central focus of the meeting was how to develop a more equitable distribution of effective teachers, so that low-income and minority schools are not always at a deficit in this area. As you might expect, although the consensus was that these schools definitely need more teachers who are effective, there was little agreement on how to achieve this or even on how to define “effective.”
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