"Most people agree that traditional education schools have failed, especially in preparing teachers equipped for the realities of high-poverty schools," Gov. Gaston Caperton and Richard Whitmire write for The College Board. "Relay is all about getting results in those places."
Read Caperton and Whitmire's article (PDF) in Achieving the Dream: College Board Lessons on Creating Great Schools.
In a recent article for Education Week, Stephen Sawchuk writes that "of all the states that have taken steps to rethink systems for preparing teachers, New York appears to be experimenting with the greatest variety of approaches."
Sawchuk highlights a series of actions by the state Board of Regents over the past 1½ years, as well as the state's move to tie a series of teacher assessments to its tiered-certification system, which ultimately will require all teachers to pass performance exams and demonstrate their impact on student learning to receive a professional certificate.
"If it all sounds revolutionary, it’s supposed to." That's how The New York Times describes Relay Graduate School of Education.
Sharon Otterman writes that Relay's "goal of upending teacher training stems from a broader diagnosis shared by many who work in public education: that it is failing millions of American children, leaving them without the skills they need to succeed in the 21st century."
Read Otterman's full article in the Times.
"First, great teaching trumps demography," Norman Atkins, Relay Graduate School of Education's founder and president, writes in The Wall Street Journal.
Engaging all of the students all of the time generates tens of thousands of additional hours of meaningful learning each year. "That will change the trajectory of students' lives."
"Second, urban school districts must act like Silicon Valley, not the car industry," Atkins argues. "Districts should open up their old buildings and give more great leaders the opportunity to create new high-achieving public schools."
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