Issue link: http://educator.cta.org/i/358877
Improving public schools Student achievement is rising among California's at-risk students, thanks to teacher-led reforms made possible by the Quality E ducation Investment Act (QEIA) of 2006—legislation sponsored by CTA and State Superintendent of Public Instr uction Tom Torlakson, a former teacher. QEIA was designed to provide nearly $3 billion over eight years (beginning in 2007-08) to 488 low-performing schools, impacting 500,000 students. The latest report (at cta.org/qeia) shows schools put the QEIA funds to good use, especially in closing achievement gaps, improving test scores and increasing student learning. Not surprisingly, time for teacher collaboration was of great value, prompting instruction alignment, sharing of best practices and enhanced response to student needs. In the report, "Pathways to Change," school stakeholders emphasized several key pathways to academic change and success, including smaller class sizes, which pave the way for differentiated instruction, more small group teaching and time for reteaching, and more one-on-one time with students. Leveraging collaboration time to align instruction and sharing practice tips that work are important. Responding to student needs in such ways as adjusting master schedules, providing intensive tutoring and grouping students according to their learning needs for reteaching was also cited. And to improve a school, teachers, administrators, parents and students must all understand they're responsible for the effectiveness of teaching and learning. This is just one of many ways your CTA is improving public schools. Paid media campaigns to promote the success of teaching and learning. • P E R K • 2 12 California Teachers Association Member Guide