School Notes
From The Pages Of Our Notes
Sukari Stredit-Thomas, Principal Intern, Quest High School
Dr. Sukari Stredit-Thomas is a member of Cohort II of the RPLA and serves as principal intern at Quest High School in Humble ISD. Having previously served as teacher, department chair, dean of instruction and instructional coordinator for grades PK-12, Dr. Stredit-Thomas was well prepared to successfully meet the challenges presented by the RPLA.
In her role at Quest High School, Dr. Stredit-Thomas has established powerful relationships with students, parents and staff. As one student recently stated, "Dr. T is one of us!" She approaches each new experience, assignment and responsibility with enthusiasm and a positive attitude that is forward-thinking and solutions-oriented. Additionally, responding to difficult issues and situations with sensitivity and professionalism have earned Sukari a deep level of respect.
Texas Pays for SAT/ACT Tests
As part of an initiative to increase college attendance, the Texas Legislature designated $7 million this year to pay for a free SAT or ACT exam this spring or summer for every high school junior in the state. Read the story here.
Interest in the Teacher Residency Model
In a recent news story, NPR's Claudio Sanchez asked, "What if we prepared teachers the same way we prepare doctors?" The story examined the Boston Teacher Residency (BTR) program, in which "residents" take a full load of courses at area colleges offering master's degrees in education, followed by "clinical training" in a Boston school with an accomplished teacher. While the BTR’s impact on student achievement remains unclear, its director says that the program has placed more minority teachers in Boston’s public schools and that its graduates tend to remain in teaching much longer than other new teachers. "The secret to their longevity appears to be a really strong support system and camaraderie," he observes. Read the complete story here.
Why Great Teachers Matter
In a recent Washington Post editorial titled "Why Great Teachers Matter to Low-Income Students," Joel Klein, Michael Lomax, and Janet Murgua take issue with those who believe that "schools alone cannot overcome the impact that economic disadvantage has on a child, [and] that life outcomes are fixed by poverty and family circumstances." Citing recent NAEP data showing very different achievement results for students in different urban districts, the authors assert the importance of looking closely "at those whom we attract and retain to teach, with regard to their quality and to ensuring that they are distributed equally across our school districts." Read the full article here.
Does Teacher Turnover Have a Negative Impact on Student Achievement in High-Needs Schools?
Despite popular belief, a new study by Eric Hanushek and Steven Rivkin for the National Bureau of Economic Research suggests that the answer to this question is “no.” When the researchers studied a large (anonymous) Texas district, they found that teachers who left their school tended to be significantly less effective than teachers who stayed. Click here to read the study.
