In this panel discussion, four of US education’s most experienced and insightful thinkers (50CAN’s Derrell Bradford, NCTQ’s Kate Walsh, and Johns Hopkins University’s David Steiner, moderated by Robert Pondiscio) will discuss the role of evidence in shaping current ed policies, practices, and professional preparation.
Attend for insights–and to perhaps ask questions you might have–about (1) how soundly education policy/practices/preparation are based in evidence, (2) priorities policymakers/practitioners/preparation designers should be setting for near- and short-term improvements, (3) how everyday practitioners can have an impact on (1) and (2), and more.
Kate Walsh has served as the president of the National Council on Teacher Quality since 2003, leading work to ensure that every child has equal access to effective teachers. At NCTQ, Walsh has spearheaded efforts to instill greater transparency and higher standards among those institutions that exert influence and authority over teachers. Among her accomplishments, she: started and ran a boarding school located in Kenya, East Africa, in order to educate at-risk boys from Baltimore; founded one of the nation’s premier STEM programs, yielding numerous Intel Talent Search winners for Baltimore City; and, started the first alternative certification program for teachers in Maryland.
Teacher Prep’s Antipathy to Research-Based Evidence
For over a decade, the National Council on Teacher Quality has pored over thousands of teacher prep programs nationwide, checking for teacher candidate exposure to strategies that work in the classroom. Learn what we’ve looked for and what we’ve found — and why it’s fair to label as “antipathy” teacher educators’ stance towards the best research evidence.