Systems and Strategies for Addressing the Inequitable Distribution of Teachers
Prewebcast Presentations
As a preview to National Comprehensive Center for Teacher Quality's live webcast on Thursday, May 21, two prewebcast presentations are available. Participants are invited to view these online presentations on equitable distribution.
Eric Hirsch
Teacher Working Conditions: Ensuring All Schools Have Environments Where Teachers Want to Work and Students Can Thrive.
Eric Hirsch is the director of special projects at the New Teacher Center at the University of California at Santa Cruz, a national organization committed to improving student learning by supporting the development of an inspired, dedicated, and highly qualified teaching force. Hirsch has served as the executive director of the Center for Teaching Quality, executive director of the Colorado-focused Alliance for Quality Teaching, and education program manager at the National Conference of State Legislatures (NCSL).
Hirsch’s work is largely focused on better understanding and improving teaching and learning conditions, recruiting and retaining teachers, and alternative compensation. He has surveyed more than 500,000 educators in 14 states about their school environment during the past five years. He has worked with and testified to legislatures and policymakers in more than 35 states and presented at numerous conferences about issues of teaching quality and governance.
Hirsch has written more than 50 articles, reports, book chapters, and policy briefs published by organizations such as NCSL, the National Governors Association, the Association of Supervision and Curriculum Development, the U.S. Department of Education, and the University of Pittsburgh Press and in publications such as Congressional Quarterly and the Journal of Special Education.
Hirsch received his teacher certification in Massachusetts and earned his M.A. from the University of Colorado.
Jane Coggshall, Ph.D.
Getting to the "Why" of Teacher Distribution: A Tool for States
Jane G. Coggshall, Ph.D., is a research associate at Learning Point Associates. For the National Comprehensive Center for Teacher Quality (TQ Center), she helps develop print and online resources on educator quality issues for regional and state officials. She authored the Communication Framework for Measuring Teacher Quality and Effectiveness and several TQ Research & Policy Briefs on teacher quality topics.
Dr. Coggshall has provided technical assistance to states and regions regarding equitable teacher distribution, teacher effectiveness, and teacher preparation. For Learning Point Associates, she has conducted research on teacher interstate mobility and the impact of professional development. She is principal investigator on two studies exploring the needs, policy preferences, and potential of Generation Y teachers.
Dr. Coggshall has taught middle-level mathematics at an elementary school and at a junior high school. Her original research for her doctorate explored state-level reading policy, the use of portfolios for the assessment of beginning teachers, and the local effects of national teacher quality policy. Her dissertation, High School Teacher Assignment and the New Governance of Teacher Quality, won the Lester W. Anderson Memorial Award for best dissertation in secondary school administration.
Dr. Coggshall earned her doctoral degree in education studies from the University of Michigan.
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