Alaska, with a population of 710,231, is too small a population to be able to train 800 new teachers per year?

On Monday, April 4 the Senate Education Committee heard a presentation on University of Alaska teacher training programs from Deborah Lo, dean, School of Education at UAS, Mary Snyder, dean, School of Education at UAA, and Eric Madsen, dean, School of Education at UAF.  

During that presentation, Dean Snyder made a comment that I thought odd.  She said she doesn't believe they will ever be able to meet the demand for teachers in state, because of the population base.  She thought at most they might someday be able to meet 50 percent of the teacher need. 

Alaska needs about 800 new teachers trained every year, but only about 200 new teachers graduate from the University of Alaska every year.  According to the 2010 U.S. Census, the population of Alaska is 710,231.  Was Dean Snyder actually saying that Alaska does not have a big enough population base in which to find and train 800 new teachers every year?  I feel I must have misunderstood her statement, as it doesn't make any sense to me.

Chugach School District's Performance Pay for Teachers

During the Monday, February 7, 2011 House Education Committee Hearing Chugach School District Superintendent Bob Crumley explained the district's performance pay program.  He said teachers were skeptical when the program began, and thinks performance pay has received a black eye because it has been rolled out poorly and only focused on student test results. 

Their system has 11 different ways teachers and principals can earn performance pay.  Lagging indicators are test results, they come at the end.  The leading indicators are an array of things, including developing individual learning plans, being involved as a mentor or a mentee, tutoring, becoming highly qualified, and attaining additional credentials can all earn teachers performance pay. 

The different components are all voluntary, so if a teacher philosophically disagrees with an item, they don't have to do it.  Teacher pay incentives are substantial, and raises are attached to performance pay.  This year teachers in the Chugach School District each earned an additional $10,200 for performance pay.  

A link to the Chugach School District's webpage on performance pay: http://www.chugachschools.com/employment/index.html 

Worth Their Weight in Gold

One of this year's newly announced MacArthur Foundation winners is economist Emmanuel Saez, who helped calculate the worth of outstanding kindergarten teachers.

A link to Mr. Saez's homepage: http://elsa.berkeley.edu/~saez/

A New York Times article on this year's awardees: http://www.nytimes.com/2010/09/28/arts/28macarthur.html?src=twr

NY Times: Lawmakers Say Needs of Rural Schools Are Overlooked

By SAM DILLON
Published: March 17, 2010

Federal education rules favor big-city school districts over rural systems, some lawmakers complain.
 
"Lawmakers who represent rural areas told Secretary of Education Arne Duncan in a hearing Wednesday that the No Child Left Behind law, as well as the Obama administration’s blueprint for overhauling it, failed to take sufficiently into account the problems of rural schools, and their nine million students....'There are lots of bright people at the Department of Education, and they work very hard,' said John Hill, executive director of the National Rural Education Association, based at Purdue University. 'But because most have not grown up or worked in a rural area, they find it difficult to see how things work in remote districts.'....The administration hopes to shift the focus from credentials to evaluations of teacher effectiveness, based in part on whether their students are learning. Teachers’ colleges could offer special programs to prepare educators for rural challenges.  Mr. Duncan developed some of his ideas last year during a rural tour that took him to the Alaskan village of Hooper Bay on the Bering Sea, a primitive settlement with no flush toilets...."

(To read the complete article, click on the title)

Building a Better Teacher

New York Times Magazine
By ELIZABETH GREEN
Published: March 7, 2010

There are more than three million teachers in the United States, and Doug Lemov is trying to prove that he can teach them to be better.
 
http://www.nytimes.com/2010/03/07/magazine/07Teachers-t.html

When Doug Lemov, who is 42, set out to become a teacher of teachers, he was painfully aware of his own limitations. A large, shy man with a Doogie Howser face, he recalls how he limped through his first year in the classroom, at a private day school in Princeton, N.J. His heartfelt lesson plans — write in your journal while listening to music; analyze Beatles songs like poems — received blank stares. “I still remember thinking: Oh, my God. I still have 45 minutes left to go,” he told me recently. Things improved over time, but very slowly. At the Academy of the Pacific Rim, a Boston charter school he helped found, he was the dean of students, a job title that is school code for chief disciplinarian, and later principal. Lemov fit the bill physically — he’s 6-foot-3 and 215 pounds — but he struggled to get students to follow his directions on the first try.

After his disappointing visit to Syracuse, he decided to seek out the best teachers he could find — as defined partly by their students’ test scores — and learn from them. A self-described data geek, he went about this task methodically, collecting test-score results and demographic information from states around the country. He plotted each school’s poverty level on one axis and its performance on state tests on the other. Each chart had a few outliers blinking in the upper-right-hand corner — schools that managed to squeeze high performance out of the poorest students......