Chapter 4: The status quo for in-service teachers—low-stakes assessments of professional practice and rigid single-salary schedules—needs to change if student outcomes are to improve. Research indicates that purposively designed professional development, along with dramatic changes in teacher evaluation, in-service training, and compensation, hold promise to help accomplish this goal. However, inertia, political opposition, and a lack of solid evidence continue to be barriers to change.
About the Author
Thomas S. Dee is the Barnett Family Professor at Stanford University’s Graduate School of Education and a senior fellow (courtesy) at the Hoover Institution. Dee is also a senior fellow at the Stanford Institute for Economic Policy Research and a research associate with the programs on education, children, and health at the National Bureau of Economic Research.
4. School Staffing and Teacher Quality by Hoover Institution on Scribd
