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Common Assignment Study and Teacher Effectiveness in Colorado
The Common Assignment Study (CAS) was designed to help teachers in participating districts and states align around the new college- and career-ready standards. This brief discusses the ways in which CAS unit and elements may be well-suited to contribute to teacher effectiveness determinations.
The connection between teachers and students is at the heart of learning. Our work focuses on ensuring that all teachers have the goals, skills and tools to form and strengthen that powerful bond with their students. The first step in doing that is asking teachers what works and what they need to strengthen the teacher-student bond—and then trusting and listening to what they tell us.
It has been thrilling from day one—in August of 2007—when I was hired as the director of the K-12 Education team. The team was given one year to assess the foundation’s work and propose a strategy for the next phase. We were given this advice: when you take on a cause where government is spending a lot of money, philanthropy can make the biggest impact by finding a strategic lever that others are missing.
In 2009, through the Intensive Partnerships for Effective Teaching initiative, we invested in three school districts: Hillsborough County Public Schools, Florida; Memphis City Schools, Tennessee; and Pittsburgh Public Schools, Pennsylvania, and a group of charter management organizations (CMOs).
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