Jane Hannaway is the Director of the National Center for Analysis of Longitudinal Data in Education Research (CALDER). CALDER informs education policy development through analyses of data on individual students and teachers over time. CALDER's interest is in student outcomes with particular attention to how these outcomes differ for subgroups of the population. Given the major role that teachers play in determining student success, a central focus of CALDER's research effort focuses on teacher recruitment, selection, compensation, and related issues. Hannaway is an organizational sociologist whose work focuses on the effects of education reforms on student outcomes as well as on school policies and practices. Her recent research is heavily focused on the effects of various accountability policies and issues associated with teacher labor markets. As is typical of her work, these studies include large-scale data analysis as well as case studies. She is also engaged in a major conceptual effort for the Gates Foundation on the design of human resource management strategies in education.
Dr. Hannaway previously served on the faculty of Columbia, Princeton, and Stanford Universities. She has authored or co-authored six books, and numerous papers in education and management journals. She has held a number of national positions and currently serves on the National Academy Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation and Accountability.
Dr. Hannaway will address the following issues:
Hannaway will argue at least some of this variation is a civil rights problem that demands policy attention and urges schools to continue to pursue new human capital management strategies to ensure teacher quality for all students. She will address the groundbreaking findings on this topic.
Mark Roosevelt is Superintendent of the Pittsburgh Public Schools. During his four years as Pittsburgh Schools' Chief, Roosevelt has moved the schools to the head of their class. For the first time, the district met the federal performance standard of AYP. The Pennsylvania Education Secretary said the district, "reversed course in an impressive fashion" after appearing six years ago to be "in an irreversible downward spiral." The School Board endorsed Mr. Roosevelt's four-year performance citing his continued progress in student achievement, the improved financial health of the district, and increased awareness about the Pittsburgh Promise, a promise to provide $5,000 to $10,000 annual scholarship awards to eligible Pittsburgh Public Schools' graduates to attend any state-funded college.
This year, the Pittsburgh Public Schools is a finalist for the Bill and Melinda Gates Foundation Grant. The district's proposal is one of five proposals nationwide presented by districts competing for the Grant. It includes major changes to how Pittsburgh recruits, hires, trains, evaluates, and compensates teachers.
Mr. Roosevelt will talk about what led to the plan and why he thinks that this plan will develop the district's human capital so that every child will have an effective teacher. Roosevelt will argue that Pittsburgh's approach to developing teachers will be the ultimate transformation needed to achieving success for every student.
Lauren Resnick is the founder and Director of the Institute for Learning and the former Director of the Learning Research and Development Center at the University of Pittsburgh. Her research and study on the development of human and social capital has contributed to major educational efforts in this country and around the globe. In 1996, Theodore Hershberg in his Human Capital Development: America's Greatest Challenge, said that The New Standards project that she co-led was one of the few promising interventions that could indeed develop the nation's human capital. Lauren has a long-standing commitment to teachers and students. More recently, in her 2009 Wallace Foundation Distinguished Lecture, Nested Learning Systems for the Thinking Curriculum, delivered at the American Educational Research Association, Resnick argued that teachers' knowledge and skill and their beliefs about what students can learn constitute an educationally relevant and very important form of human capital which allows schools to grow more capital (student learning). She argues that some of what is being advocated in a human resources approach-hire better and incentivize-is not enough. She will talk about her theory of how human capital, social capital, and the tools for learning and instruction are inextricably intertwined and how these three elements are essential to the improvement of teaching.