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The Teach Plus monthly newsletter includes all the content of a Weekly News Blast as well as an update from Founder & CEO Celine Coggins and a spotlight piece written by a Teach Plus Teaching Policy Fellow.
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The Teach Plus Policy Innovators Program is an accelerated one-year program modeled on the Teach Plus Teaching Policy Fellowship and its curriculum. It is designed to offer teachers a challenging course in teacher quality policy, the tools needed to become effective advocates, and a platform for action. TPPI participants will:
- Launch a regional teacher voice action group with a concrete action plan for addressing a targeted local education issue
- Develop as informed advocates through monthly meetings with top national education policy leaders
- Improve local and regional education policies through effective advocacy
Through this opportunity, teachers will gain a deeper understanding of - and experience with - the policy process, building significant skills using research as a spokesperson for the profession and for change within the field. The goal of each city-based team is to identify an innovative idea that will improve schools and see that idea through to implementation.
TPPI Program Description
- Runs from February 2011 through December 2011.
- Began with an in-person meeting at the Teach For America 20th Anniversary Summit in D.C. in February 2011
- Requires participation in a monthly 4-hour on-line session from March – December, 2011 (including in July and August)
- Participating teachers are Teach For America alumni with 2+ years of successful teaching experience
- Teachers were required to apply in teams of 2-5 teachers
TPPI Teaching Team and Policy Idea Descriptions - January 2011
The Teach Plus Policy Innovators cohort of 2011 is comprised of five regionally distinct teacher teams from across the country with diverse teaching experience ranging from pre-kindergarten through high school. While varied in their teaching background and geography, this cohort is united by their collective pursuit of ambitious and innovative policy interventions in their regions that improve teaching and student achievement. Brief descriptions of the teams’ policy goals follow:Baltimore:
- Working to capitalize on incentives within Baltimore City School District’s revolutionary new teachers’ contract to create a differentiated professional development system.
- Working to increase the effectiveness of North Carolina’s teacher evaluation system by developing a simplified methodology that directly connects evaluation rubrics to teacher action.
- Working to empower and develop teacher practice through a district wide program coaching teachers to meaningfully comprehend, and then align their instruction to, Nevada’s Common Core standards.
- Working to initiate and organize a coalition of local district leaders, parent, and early childhood educators to advocate for pre-kindergarten legislation that would include a set of rigorous state standards, accountability of Early Childhood Education Centers (ECECs), and incentives for successful models to open ECECs in Mississippi’s rural Delta region.
- Working to advance the effectiveness of New York City’s teachers by introducing and incorporating comprehensive evidence of teacher practice into evaluation protocols.
cy Innovators cohort of 2011 comprises of five regionally distinct teacher teams from across the country with diverse teaching experience ranging from pre-kindergarten through high school. While varied in their teaching background and geography, this cohort is united by their collective pursuit of ambitious and innovative policy interventions in their regions that improve teaching and student achievement. Brief descriptions of the teams’ policy goals follow:
Baltimore:
· Working to capitalize on incentives within Baltimore City School District’s revolutionary new teachers’ contract to create a differentiated professional development system.
Durham:
· Working to increase the effectiveness of North Carolina’s teacher evaluation system by developing a simplified methodology that directly connects evaluation rubrics to teacher action.
Las Vegas:
· Working to empower and develop teacher practice through a district wide program
The Teach Plus Policy Innovators cohort of 2011 comprises of five regionally distinct teacher teams from across the country with diverse teaching experience ranging from pre-kindergarten through high school. While varied in their teaching background and geography, this cohort is united by their collective pursuit of ambitious and innovative policy interventions in their regions that improve teaching and student achievement. Brief descriptions of the teams’ policy goals follow:
Baltimore:
· Working to capitalize on incentives within Baltimore City School District’s revolutionary new teachers’ contract to create a differentiated professional development system.
Durham:
· Working to increase the effectiveness of North Carolina’s teacher evaluation system by developing a simplified methodology that directly connects evaluation rubrics to teacher action.
Las Vegas:
· Working to empower and develop teacher practice through a district wide program coaching teachers to meaningfully comprehend, and then align their instruction to, Nevada’s Common Core standards.
Mississippi Delta:
· Working to initiate and organize a coalition of local district leaders, parent, and early childhood educators to advocate for pre-kindergarten legislation that would include a set of rigorous state standards, accountability of Early Childhood Education Centers (ECECs), and incentives for successful models to open ECECs in Mississippi’s rural Delta region.
New York City:
· Working to advance the effectiveness of New York City’s teachers by introducing and incorporating comprehensive evidence of teacher practice into evaluation protocols.
coaching teachers to meaningfully comprehend, and then align their instruction to, Nevada’s Common Core standards.
Mississippi Delta:
· Working to initiate and organize a coalition of local district leaders, parent, and early childhood educators to advocate for pre-kindergarten legislation that would include a set of rigorous state standards, accountability of Early Childhood Education Centers (ECECs), and incentives for successful models to open ECECs in Mississippi’s rural Delta region.
New York City:
· Working to advance the effectiveness of New York City’s teachers by introducing and incorporating comprehensive evidence of teacher practice into evaluation protocols.
Baltimore:
· Working to capitalize on incentives within Baltimore City School District’s revolutionary new teachers’ contract to create a differentiated professional development system.
Durham:
· Working to increase the effectiveness of North Carolina’s teacher evaluation system by developing a simplified methodology that directly connects evaluation rubrics to teacher action.
Las Vegas:
· Working to empower and develop teacher practice through a district wide program
TPPI Teaching Team and Policy Idea Description- January 2011
The Teach Plus Policy Innovators cohort of 2011 comprises of five regionally distinct teacher teams from across the country with diverse teaching experience ranging from pre-kindergarten through high school. While varied in their teaching background and geography, this cohort is united by their collective pursuit of ambitious and innovative policy interventions in their regions that improve teaching and student achievement. Brief descriptions of the teams’ policy goals follow:
Baltimore:
· Working to capitalize on incentives within Baltimore City School District’s revolutionary new teachers’ contract to create a differentiated professional development system.
Durham:
· Working to increase the effectiveness of North Carolina’s teacher evaluation system by developing a simplified methodology that directly connects evaluation rubrics to teacher action.
Las Vegas:
· Working to empower and develop teacher practice through a district wide program coaching teachers to meaningfully comprehend, and then align their instruction to, Nevada’s Common Core standards.
Mississippi Delta:
· Working to initiate and organize a coalition of local district leaders, parent, and early childhood educators to advocate for pre-kindergarten legislation that would include a set of rigorous state standards, accountability of Early Childhood Education Centers (ECECs), and incentives for successful models to open ECECs in Mississippi’s rural Delta region.
New York City:
· Working to advance the effectiveness of New York City’s teachers by introducing and incorporating comprehensive evidence of teacher practice into evaluation protocols.
coaching teachers to meaningfully comprehend, and then align their instruction to, Nevada’s Common Core standards.
Mississippi Delta:
· Working to initiate and organize a coalition of local district leaders, parent, and early childhood educators to advocate for pre-kindergarten legislation that would include a set of rigorous state standards, accountability of Early Childhood Education Centers (ECECs), and incentives for successful models to open ECECs in Mississippi’s rural Delta region.
New York City:
· Working to advance the effectiveness of New York City’s teachers by introducing and incorporating comprehensive evidence of teacher practice into evaluation protocols.
