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Journal for Effective Schools

Volume 11, Number 1

From the Editors Welcome to Volume 11, number 1 issue of the Journal for Effective Schools. Over the next six months, we will be making changes in the Board’s composition to better promote the journal’s aims, ideals, and publication quality. We invite your input, both positive and negative, to help us in this revisioning process. Over the last month, the following folks have agreed to work with us on the Editorial Board:   

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Linda Darling-Hammond (Charles E. Ducommun Professor of Education at the Stanford University School of Education) Michael Fullan (Professor Emeritus at OISE/University of Toronto) Joseph Murphy (Professor of Education and Endowed Mayborn Chair in the Department of Leadership, Policy and Organizations and Associate Dean, Peabody College of Vanderbilt University) Edward Pajak (Associate Dean for Research and Doctoral Programs at Johns Hopkins University) Anthony Rolle (Chair of the Department of Educational Leadership and Policy Studies at the University of South Florida)

This issue presents three articles and a book review. The lead article, “Hiring Effective Teachers: Latest Findings from the Field,” provides readers a thorough update in the literature related to identifying, hiring, and keeping effective teachers. Over the last ten years, we have learned much about this topic. Kaplan’s article synthesizes this research and makes practical applications for principals. She begins by referencing Hanushek’s 2011 study which indicates that replacing the lowest performing 5 to 8% of teachers with those of only average effectiveness could take the United States near the top of international math and science standings and create economic value of $100 trillion. Written from the effective schools’ perspective, the article contains an overview of the latest research traditional and alternative teacher preparation and certification and student achievement and principals’ teacher evaluation and student achievement – each with practical implications for principals. The article continues with addressing preparation factors that affect teaching effectiveness and student achievement. As any experienced administrator knows, not all teacher preparation programs are created equal. Given that, the author reviews state-level studies linking teacher preparation programs, teacher effectiveness, and student achievement and characteristics and practices that make teachers effective. Asking a teaching applicant a question like, “Describe for me the main focus of your teacher preparation program and give examples of how these affected what you know about teaching” is one concrete tip offered to


Journal for Effective Schools - Spring 2013  

Vol. 11, #1