This report, prepared for ISM by the Hanover Research Council, presents an overview of the results of ISM’s 2008-09 survey on faculty compensation practices and the associated compensation census. It summarizes the responses to each question and includes a multiple regression analysis of the determinants of teacher salary.
Released October 2007. Of the more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achievement in three key content areas, nine meet What Works Clearinghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link. This report finds that teachers who receive substantial professional development—an average of 49 hours in the nine studies—can boost their students’ achievement by about 21 percentile points.
More than a decade ago, ISM carried out the Research for School Management (RSM) International Model Schools Project, a six-year study that involved 51 schools. The research demonstrated that it was possible to intervene in the operations of a school and directly impact student performance, enthusiasm, and satisfaction. Since then, research has converged to a remarkable degree. ISM is no longer alone in its contention that student performance is not correlated to class size, style of teaching, kind of school, or philosophy of education. Primarily, it is driven by teachers who themselves are committed to growth, and connected to Academic Administrators who see their primary role as supporting their faculty.
The 21st Century Teacher must be a leader in a way that only a few have been (or been allowed to take on) in schools to date. Administrators—academic management and School Heads—should know that their task is to continually increase the capacity of their faculty. Unless we can really take a 21st Century look at our faculty, our educational achievement will not be able to justify the tuition our parents pay. Discovering, supporting, rewarding, and nurturing many teacher leaders has become our administrative responsibility.
Reprinted October 2005. In the decade since the publication of Prisoners of Time, the report of the National Education Commission on Time and Learning, little has changed regarding time for formal schooling. The length of the school day and the school year are virtually the same today as they were throughout the 20th century. The profound changes Americans have experienced in technology, demographics and the economy have had minimal effect on the time students spend in school. This remains the case even as education leaders implement an education reform agenda focused on standards, assessments and accountability – an agenda that obviously calls for new ways to use time to achieve powerful learning. In the original report, the commission argued that while standards must be held constant, time can vary. It would seem logical that as higher aspirations are held for all children, we would be willing to battle traditional structures and practices. Students’ lives have changed. They live in a digital world. They use the Internet, cell phones and other digital devices to access information and to accelerate communication. For them, time is a resource, not a barrier. We call not only for more learning time, but for all time to be used in new and better ways.
Released June 2005. National studies have included both private and public school teachers in analyses of teacher turnover. These studies have shown that teacher turnover is associated with teacher perceptions of school organizational characteristics, including low levels of administrative support, little input into school decisions, student disciplinary problems, and insufficient salary. Private school teachers generally express less dissatisfaction with school organizational characteristics than do their public school counterparts. However, teacher turnover rates are higher in private schools than in public schools.
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