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WATCH: Teachers unveil new E4E Declaration and discuss educational equity and excellence with former Secretary of Education John King and former Chancellor of DC Public Schools Kaya Henderson
Last Friday in Washington, D.C., E4E members released their new Declaration of Teachers' Principles and Beliefs, a shared set of values and principles that teachers believe are necessary to improve outcomes for st
Educators for Excellence Releases New Declaration of Teachers‚ Principles and Beliefs
Who we are… and who we are not
As Educators for Excellence (E4E) launches in Boston, we have had early questions on who are are and what we do. First and foremost, we are here for students.
An unexpected path
To ensure teachers’ perspectives and expertise are not missing from policy, E4E-Boston Executive Director Sarah Zuckerman shares more about her own experience and an upcoming opportunity for Boston teachers to get involved (E4E News Blog).
One State, One Future
Connecticut teachers recommend changes to an inequitable state education funding system by consolidating formulas and increasing fiscal accountability support.
All In: Creating a Culture of Support
New York City teachers see great promise in Community Schools with increased guidance, accountability, and collaboration with community-based organizations.
The Evolution of Evaluation
Chicago teachers recommend improving the REACH evaluation system through increased flexibility, better feedback, and a focus on promoting teacher growth.
One School for All
In the Common Core-era, Los Angeles teachers recommend support and accountability structures to better support unique student populations.
Ending Racial Discipline Disparities
This action guide from Minnesota teachers includes strategies to empower educators to improve behavioral outcomes and academic achievement for students of color.
Accelerating the Learning Curve
Minnesota teachers offer recommendations to recruit and retain more diverse teacher candidates and more adequately prepare teachers.
From the Classroom to Congress
It Takes a Village
New Haven teachers envision more positive school climates through better professional development, student empowerment programs, and deeper parent engagement.
Success for All
Hartford teachers recommend individualized support, more collaboration between teachers, and greater accountability to better serve unique student populations.
Climate Change
New York City teachers recommend a focus on non-punitive discipline approaches and expanded training on building positive school climates.
Investing in Our Future
Chicago teachers seek to improve professional development by including teacher guidance, aligning evaluation data with PD, and streamlining communication.