Retain > Professional Learning and Support
| Title | Description |
|---|---|
| New Mexico's Pay for Performance Program |
This program aims to reduce educator turnover by offering financial rewards to teachers and principals for their impact on student achievement as measured through the New Mexico Teacher Evaluation System (NMTEACH). Teachers in low-performing schools and areas with critical shortages are prioritized in this program. |
| Missouri Department of Education: Planning, Implemention and Evaluating of Professional Learning |
This guide from the Missouri Department of Elementary & Secondary Education is intended to support districts across the state in planning and evaluating the professional learning they provide their educators. |
| Vermont Guidelines for Teacher & Leader Effectiveness |
Developed by the Vermont Task Force on Teacher & Leader Effectiveness, this program aims to establish statewide standards for teacher and leader development and evaluation through collaboration with in-service teachers and administrators. |
| Oregon Department of Education, District Collaboration Grants |
The School District Collaboration Grant Program (SDCG) provides funding for school districts to improve student achievement through the collaboration of teachers and administrators to implement new approaches to career pathways, evaluation processes, compensation models, and enhanced professional development opportunities. |
| Designing a Rigorous Micro-credential Assessment Process to Verify Mastery of Competencies: Key Considerations |
This brief highlights several grants funded by the U.S. Department of Education's Effective Educator Development Office that aim to increase educator retention through the implementation of an assessment process for micro-credentials to support professional development. |
| IRIS Center, Micro-credentials |
In collaboration with Digital Promise, the IRIS Center offers micro-credentials focused on specific competencies related to instructional accommodations for students with disabilities. Successful completers of an IRIS micro-credential will receive a digital badge to document the accomplishment. |
| Micro-credentials for Teachers: What Three Early Adopter States Have Learned So Far |
This report investigates micro-credentials as a strategy to promote teacher professional development and includes lessons learned from three early adopters of this professional development practice. |
| Mitigating Teacher Shortages: Evaluation and Feedback |
This brief explores ongoing feedback and targeted professional development following evaluations as an effective strategy to retain teachers. A definition of the evaluation feedback loop is provided, followed by a summary of supporting research on this strategy, state policy examples, and considerations for policymakers. |
| Evaluating Evaluation Systems: Policy Levers and Strategies for Studying Implementation of Educator Evaluation |
This policy snapshot focuses on how states can prioritize and fund studies of educator evaluation systems. It also highlights the importance of studying evaluation implementation and shares strategies for prioritizing and funding studies. |
| What Do Effective District Leaders Do? Strategies for Evaluating District Leadership |
This brief explores the characteristics of effective district leaders and shares considerations for setting evaluation policies for district leaders. |
| Preparing Educators for Evaluation and Feedback: Planning for Professional Learning |
This professional learning module helps state and district teams identify professional learning approaches that support evaluators in developing more accurate and reliable evaluation skills. The module uses collaborative activities and exercises to help evaluators develop stronger coaching and feedback skills and create a comprehensive plan for preparing all educators for implementing evaluation. |
| Using Teacher Evaluation Data to Inform Professional Learning |
This professional learning module helps state and district teams learn how teacher evaluation data are used in self-reflection and formative feedback; practice using teacher evaluation data in planning for professional learning for individuals and the organization; and explore next steps for ensuring that school and district structures support a teacher evaluation system focused on professional growth. |
