Ambitious reforms across the country are reshaping teacher evaluation and performance management. Designing new systems for measuring teacher effectiveness and using that information to increase student achievement are at the heart of these efforts and at the center of important policy debates. Yet little information exists about how these systems work in practice and how to use evaluations in concert with other levers to improve teaching and learning.
As policymakers and education leaders seek to accelerate reform in this area, it is essential to learn from efforts already underway. Both District of Columbia Public Schools (DCPS) and the Achievement First charter school network are at the forefront of efforts to re-design teacher evaluation, performance management, and compensation policies. The commonalities, distinctions, and early lessons learned in these initiatives represent an important learning laboratory for the field.
To deepen understanding of these initiatives, and to support essential conversations about how best to advance this work in policy and practice, the Aspen Institute will be releasing three new publications on March 22: profiles of the performance management work in DCPS and Achievement First; and a synthesis of issues that emerge from the two profiles. Copies of the reports will be available in print at the event and online at www.aspeninstitute.org/education after March 22, 2011.
Seating is limited and on a first-come, first-served basis.
Coffee and continental breakfast will be served at 9:00 am; panel will begin promptly at 9:30 am.
Featured Speakers:
Jason Kamras, Chief of Human Capital, District of Columbia Public Schools and former National Teacher of the Year
Sarah Coon, Chief of Staff, Achievement First charter school network
Rachel Curtis, Human Capital Strategies for Urban Schools and editor, Teaching Talent: A Visionary Framework for Human Capital in Education
Moderated by:
Ross Wiener, Executive Director, Education & Society Program, The Aspen Institute
Ambitious reforms across the country are reshaping teacher evaluation and performance management. Designing new systems for measuring teacher effectiveness and using that information to increase student achievement are at the heart of these efforts and at the center of important policy debates. Yet little information exists about how these systems work in practice and how to use evaluations in concert with other levers to improve teaching and learning.
