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Ensuring that Every Student Succeeds: TC’s Goodwin and Parkes offer advice to New York State on implementing ESSA

(L-R) A. Lin Goodwin, Evenden Professor of Education and Kelly A. Parkes, Associate Professor of Music & Music Education
(L-R) A. Lin Goodwin, Evenden Professor of Education and Kelly A. Parkes, Associate Professor of Music & Music Education
Writing in the Hechinger Report, Teachers College faculty members A. Lin Goodwin and Kelly Parkes argue that as states roll out the 2015 Every Student Succeeds Act (ESSA) under an administration hostile to public education, they must support the development of excellent, nurturing teachers who provide a rich learning experience. New York is moving in the right direction, the authors believe, but must do more to afford aspiring teachers substantial time in the field to gain deep and detailed classroom knowledge; to ensure that its teaching force mirrors students’ diversity; and to remove certification requirements that discourage both teacher diversity and excellence.

Published Thursday, Sep 7, 2017

(L-R) A. Lin Goodwin, Evenden Professor of Education and Kelly A. Parkes, Associate Professor of Music & Music Education
(L-R) A. Lin Goodwin, Evenden Professor of Education and Kelly A. Parkes, Associate Professor of Music & Music Education
Writing in the Hechinger Report, Teachers College faculty members A. Lin Goodwin and Kelly Parkes argue that as states roll out the 2015 Every Student Succeeds Act (ESSA) under an administration hostile to public education, they must support the development of excellent, nurturing teachers who provide a rich learning experience. New York is moving in the right direction, the authors believe, but must do more to afford aspiring teachers substantial time in the field to gain deep and detailed classroom knowledge; to ensure that its teaching force mirrors students’ diversity; and to remove certification requirements that discourage both teacher diversity and excellence.

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