Briefs

This brief presents three state policy priorities with guiding questions and implementation strategies for attracting and retaining quality teachers. One policy priority focuses on attracting teachers from diverse backgrounds.

This brief, developed by the U.S. Department of Education's Effective Educator Development office, is designed to help grantees strategically analyze the job design of teachers and principals in order to create new or strengthen existing leadership roles.

Induction Insights are a collection of briefs derived from longer research syntheses that target topical areas in special induction and mentoring. The briefs are geared to specific audiences, including administrators, policymakers, teacher educators, beginning teachers, and parents.

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.

This brief offers examples of ways that teacher candidates can serve as assets in their field placements, both in person and virtually, helping to alleviate potential and ongoing teacher shortages in many content areas.

This brief provided by the Center for American Progress offers recommendations for teacher licensure or certification processes to address the increasing number of students with disabilities in general education classrooms and general education teacher preparation programs’ need to ensure that teachers are adequately prepared to guide students with disabilities to success in the classroom and beyond.

This state policy brief provides an overview of various legislation proposed and enacted in states to attract teachers to high-need schools and subjects through targeted recruitment efforts.  

This issue brief from the American Association of Colleges for Teacher Education provides detailed information about degree trends since 2009–10 in teaching specialties, which the U.S. Department of Education has identified as in high demand around the country, including special education, mathematics and science education, teaching English as a second language, and foreign language education.

This brief highlights the following four high-leverage practices for K-12 teachers of students with disabilities: establish a consistent, organized, and respectful learning environment; provide positive and constructive feedback to guide students’ learning and behavior; teach social behaviors; and conduct functional behavioral assessments to develop individual student behavior support plans.

This brief highlights the following three high-leverage practices for K-12 teachers of students with disabilities: collaborate with professionals to increase student success; organize and facilitate effective meetings with professionals and families; and collaborate with families to support student learning and secure needed services.