Best and Brightest: What does the research say about who makes a good teacher?

Update (Wednesday evening):  The House Education Committee will be considering a Best and Brightest bill at a meeting on Friday.  In addition to requiring a “highly effective” evaluation, it would require a high test score on the ACT or SAT as the present program does.  The bill would also allow an alternative to the high ACT or SAT score – a high score on the GRE, LSAT, GMAT or MCAT, but only if the teacher earned a “cum laude” honor when earning her or his bachelor’s degree.  The other options proposed in SB 1552 do not appear in the committee bill.

When Florida’s Best and Brightest Teacher Scholarship Program was first proposed in 2015, Georgia State University Economics Professor Tim Sass allowed me to post a power point from a talk he gave at the 2015 Appalachia Higher Education Consortium Meeting titled “Academic Competencies and Teacher Effectiveness”.  It’s worth looking at again, since it addresses – at least indirectly – some of the competencies that have found their way into Senator Simmons’ attempt to find common ground in the Best and Brightest debate, SB 1552.

Tim’s three summary slides are inserted as pictures below.  The full power point is here:

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In short:  There is little or no research support for the Best and Brightest program – either in its presently implemented form or in the form proposed in SB 1552.

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One Response to Best and Brightest: What does the research say about who makes a good teacher?

  1. Pingback: Here is the research on teacher hiring and performance being used to argue for Best and Brightest | Bridge to Tomorrow

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