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A panel featuring educators discusses the current state of professional development for teachers and how the process can be improved upon to create better schools.

The Cubberley Lecture Series is sponsored by the Stanford University School of Education.
 

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This webinar addressed the challenges and opportunities relevant to strengthening teacher evaluation systems for teachers of English language learners (ELLs). The discussion provided an overview of specific issues to consider when evaluating teachers of ELLs. Presenters discussed key challenges and opportunities in incorporating student data on ELLs in teacher evaluation systems and made recommendations for strengthening assessments and how they are utilized in these systems.

A distinguished group of presenters described the current work related to teacher evaluation systems for English language learners. Speakers included:

  • Joanne Urrutia - Deputy Director, U.S. Department of Education, Office of English Language Acquisition
  • Diane August - Managing Director, American Institutes for Research
  • Susan O’Hara - Associate Professor and Executive Director of the Stanford
    University Center to Support Excellence in Teaching
  • Ann Jaquith - Senior Researcher, Stanford University Center to Support Excellence in Teaching
  • Robert Linquanti - Senior Researcher, California Comprehensive Center, WestEd

National Comprehensive Center for Teacher Quality

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CSET hosts a panel discussion with Deborah Ball, Steven Farr, and Pam Grossman.

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Professor Grossman charts the changing landscape of teacher training and its implications for university-based teacher education. Using her large-scale study of pathways into teaching in New York City as a springboard, she explores ways to re-imagine the work of teacher education and the role of the university. Hosted by Teachers College, Columbia University, April 9, 2012.

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Given the infinite buffet of tools and technologies that teachers can try out in the classroom, how do we decide what’s worth our and our students’ time? Without some kind of criteria guiding our selection, we might spend years filling a dusty closet with tools that looked good, promised a lot, and didn’t deliver. With that in mind, the presenter describes “perplexity,” one of the scarcest resources in the classroom, including strategies for choosing and maximizing tools and technology.

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At CSET’s 2012 Stanford Summer Teaching Institute, Claude Steele, Dean of the Stanford Graduate School of Education, discusses “Stereotype Threat” and how it relates to challenges in the classroom.

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The Stanford Summer Teaching Institute workshops and studios are specifically designed as environments in which teachers and leaders can practice new methods and innovate with new learning materials for classrooms and schools. In these exciting offerings from 2011 SSTI participants deepened their understanding of both the content they teach and of teaching itself, while connecting and re-connecting with colleagues.

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Stanford’s Center to Support Excellence in Teaching is at the forefront of a national movement to raise the bar on quality teaching. CSET was launched during The Stanford Challenge as part of the university’s efforts to improve K-12 education.

Research shows that having a great teacher three years in a row can significantly narrow the achievement gab. Stanford's Center to Support Excellence in Teaching (CSET), launched in 2008, is at the forefront of a national movement to raise the quality of teaching in America and internationally. CSET investigates institutional practices with proven impact and makes them available to teachers and teacher educators through innovative programming. One example is CSET's relationship with Balboa High School in the San Francisco Unified School District. Teachers and leaders there joined 265 others from seven states for the 2011 Stanford Summer Teaching Institute - some are returning for their third year. Learn more about the Stanford Challenge.