| 00:00:00 | IMPORTANCE OF EFFECTIVE TEACHERS AN HOW TO ATTRACT AND RETAIN THEM IN THE SCHOOLS THAT NEED THEM THE MOST. |
| 00:00:06 | AT TEACH PLUS, WE WORK WITH EXPERIENCED, EFFECTIVE TEACHERS IN YEARS 3-10 OF THEIR CAREERS. |
| 00:00:14 | THE IDEAS PRESENTED HERE ARE INFORMED BY THOSE TEACHERS. |
| 00:00:17 | THE RESEARCH CONFIRMS WHAT PARENTS AND EDUCATORS HAVE LONG KNOWN. |
| 00:00:22 | TEACHERS ARE THE MOST IMPORTANT FACTOR IN DETERMINING WHETHER A CHILD HAS A LIFETIME OF CHOICE OR CHALLENGE. |
| 00:00:28 | WE KNOW THAT THERE ARE BIG DIFFERENCES AMONG TEACHERS AS MUCH AS ONE FULL YEAR'S WORTH OF LEARNING BETWEEN THE MOST AND THE LEAST EFFECTIVE TEACHERS. |
| 00:00:38 | STUDENTS IN LOS ANGELES WHO ARE ASSIGNED THE MOST EFFECTIVE TEACHERS GAINED ON AVERAGE 10 PERCENTILE POINTS MORE THAN STUDENTS IN CLASSROOMS WITH LESS EFFECTIVE TEACHERS. |
| 00:00:49 | THE RESEARCH CONCLUDES, IF THE EFFECTS WERE WITH TO ACCUMULATE HAVING A TOP QUARTERILE TEACHER WOULD BE ENOUGH TO CLOSE THE BLACK/WHITE TEST SCORE GAP. |
| 00:01:02 | EVEN THOUGH WE KNOW UNEQUIVOCALLY HOW MUCH TALENTED TEACHERS MATTER, HARMFUL PATTERNS OF INEQUITABLE ACCESS TO TEACHERS CONTINUE TO EXIST SPECIAL FOR LOW-INCOME, MINORITY STUDENTS. |
| 00:01:22 | RECENT ANALYSIS OF DATA REVEALS THAT CORE ACADEMIC CLASSES IN HIGH-POVERTY SECONDARY SCHOOLS ARE ALMOST TWICE AS LIKELY AS THEIR LOW-POVERTY COUNTERPARTS TO BE TAUGHT BY TEACHERS WITH NEITHER A MAJOR NOR CERTIFICATION IN THEIR ASSIGNED SUBJECTS. |
| 00:01:37 | CHILDREN IN HIGH-POVERTY SCHOOLS ARE MORE THAN TWICE AS LIKELY TO RECEIVE AN INEXPERIENCED TEACHERS AS CHILDREN IN LOW-POVERTY SCHOOLS. |
| 00:01:49 | CLEE CLEARLY WE MUST DESIGN POLICIES AND PRACTICAL ISZS TO ATTRACT AND SUPPORT AND RETAIN EFFECTIVE TEACHERS AND ASSURE THEY ARE WORKING IN SCHOOLS WITH STUDENTS WHO NEED THEM THE MOST. |
| 00:01:59 | WE FEEL THIS WORK IS THE CIVIL RIGHTS ISSUE OF OUR TIME. |
| 00:02:02 | IF WE ARE TO CLOSE THE ACHIEVEMENT GAP THAT IS HELD BACK GENERATIONS OF OUR CITIZENS FROM PARTICIPATING IN CONSTRUCTING A STRONGER FUTURE AMERICA. |
| 00:02:12 | THANKFULLY, THE TEACHERS WITH WHOM WE WORK IN MASSACHUSETTS, INDIANA, ILLINOIS, AND TENNESSEE BELIEVE THIS AS WELL. |
| 00:02:20 | ONE SUCH TEAM OF TEACHERS IS IN OUR BOSTON POLICY FELLOWSHIP PROGRAM. |
| 00:02:24 | AS THEY READ THE RESEARCH ON TEACHER DISTRIBUTION, THEY BECAME OUTRAINLGED. |
| 00:02:32 | THESE TEACHERS DEVELOPED A PROPOSAL TO STAFF THE SO-CALLED HARD-TO-STAFF SCHOOLS WITH EXPERIENCED, EFFECTIVE TEACHERS. |
| 00:02:40 | THEY CALLED IT READY FOR THE NEXT CHALLENGE. |
| 00:02:42 | IT BEGINS WITH A PROFOUND STATEMENT FROM THE TEACHERS THEMSELVES. |
| 00:02:46 | WE BELIEVE GIVEN THE RIGHT SUPPORT AND CONDITIONS, THERE IS NO SHORTAGE OF TALENTED, EXPERIENCED TEACHERS WILLING TO TEACH IN LOW-PERFORMING SCHOOLS. |
| 00:02:55 | THE IDEA THAT NO ONE WANTS TO TEACH IN HIGH-NEEDS SCHOOLS RISKS BECOMING A SELF-FULFILLING PROPHECY. |
| 00:03:02 | IT MUST BE REPLACED WITH, WHAT CAN WE DO TO ATTRACT, RETAIN, AND DEVELOP TEACHERS WHO WANT TO TEACH IN THESE SCHOOLS? |
| 00:03:10 | THEY PROCEEDED TO LAY OUT THE CONDITIONS THAT WOULD MOTIVATE THEM TO TEACH IN LOW-PERFORMING SCHOOLS. |
| 00:03:16 | AND FOR THE NEXT YEAR WE AT TEACH PLUS WORKED TO ENACT THEIR MODEL IN THE BOSTON PUBLIC SCHOOL SYSTEM. |
| 00:03:22 | THE PROGRAM IS CALLED T-3, TURNAROUND, TEACHER, TEAMS. |
| 00:03:28 | T-3 WAS ADOPTED BY THE SUPERINTENDENT OF THE BOSTON PUBLIC SCHOOLS, DR. |
| 00:03:31 | CAROL JOHNSON, TO RECRUIT, SELECT AND SUPPORT COHORTS OF EFFECTIVE TEACHERS IN THREE OF BOSTON'S LOWEST ACHIEVING SCHOOLS. |
| 00:03:40 | THE GOAL OF T-3 IS TO EVEN SURE THAT HIGH-NEEDS STUDENTS HAVE SIGNIFICANTLY IMPROVED ACCESS TO EXCELLENT TEACHERS. |
| 00:03:52 | T3 IS A KEY PIECE OF DR. |
| 00:03:55 | JOHNSON'S STRATEGY TO TURN AROUND SCHOOLS. |
| 00:03:59 | INITIATIVE IS MADE UP OF SIX COMPONENTSES, T-3 IS SELECTIVE. |
| 00:04:04 | TEACHERS MUST APPLY AND DEMONSTRATE AT LEAST THREE YEARS OF EFFECTIVE TEACHING IN THE URBAN SETTING. |
| 00:04:10 | T3 IS A TEAM-BASED STRATEGY, A MINIMUM OF 25% OF THE FACULTY WILL BE T3 TEACHERS. |
| 00:04:17 | T-3 TEACHERS WILL PLAY A CENTRAL LEADERSHIP ROLE IN PERFORMING AND TRANSFORMING THAT SCHOOL. |
| 00:04:24 | AS LEAD TEACHERS WHILE CONTINUING TO BE TEACHERS IN THE CLASSROOM, THEY WILL HAVE A PAY DIFFERENTIAL, THEY WILL WORK FOR HIGHLY EFFECTIVE PRINCIPALS WHO HAVE A TRACK RECORD AND THEY WILL HAVE TIME FOR TRAINING AND COLLABORATION. |
| 00:04:41 | IN ADDITION TO RUNNING A NATIONAL MARKETING CAMPAIGN, TEACH PLUS HAS CREATED A RIGOROUS T-3 SELECTION PROCESS THAT IS DESIGNED AND PARTNERSHIPED WITH THE BOSTON PUBLIC SCHOOLS TO BE FAIR AND COMPREHENSIVE IN ASSESSING TEACHERS' READINESS TO BE TURNAROUND LEADERS. |
| 00:04:58 | THE LOGICAL QUESTION IS, TEACHERS HAVETEACHER S ENVISIONED IT. |
| 00:05:04 | WE HAVE BUILT IT. |
| 00:05:05 | WILL THEY COME? AFTER TWO WEEKS, OVER 130 TEACHERS HAVE BEGUN THE APPLICATION PROCESS, INCLUDING FULL BRIGHT SCHOLAR, QUITE A FEW TEACHERS FROM CHARTER SCHOOLS, A LARGE NUMBER OF EXPERIENCED ELL TEACHERS THAT ARE DESPERATELY NEEDED INTO THESE SCHOOLS. |
| 00:05:21 | WE HAVE GIVEN THEM A REASON STAY AND A CHANCE TO RECONNECT TO THE CORE MISSION THAT BROUGHT THEM INTO TEACHING IN THE FIRST PLACE. |
| 00:05:27 | SOCIAL JUSTICE. |
| 00:05:28 | THEY ARE SHOWING ALL OF US THAT THEY ARE READY FOR THE NEXT CHALLENGE. |
| 00:05:31 | THEY ARE NOT AFRAID OR HESITANT TO TAKE ON THE HEAVY LIFTING OF SCHOOL REFORM, AND THEY ARE EAGER TO SERVE THE CITY'S CHILDREN WITH GREATEST NEED. |
| 00:05:41 | WE ARE INSPIRED AND MOTIVATED BY THESE TEACHERS EVERY DAY, AND WE HOPE THAT THIS DISTINGUISHED COMMITTEE WILL BE AS WELL. |
| 00:05:52 | >> GOOD AFTERNOON, CHAIRMAN MILLER, CONGRESSMAN CASTLE AND DISTINGUISHED MEMBERS OF THE COMMITTEE, I DEEPLY APPRECIATE THIS HISTORIC OPPORTUNITY TO PROVIDE TESTIMONY ON THE MOST IMPORTANT |
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