Reports

This paper reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence teachers’ decisions to enter, stay in, or leave the teaching. One of the factors discussed is working conditions, including school leadership, professional collaboration and shared decision-making, accountability systems, and resources for teaching and learning.

The Network for Transforming Educator Preparation (NTEP) established partnerships between state education agency and higher education colleagues across states to create change in policy areas related to transforming licensure policies and systems, transforming program approval policies, systems, and standards, transforming data systems to support continuous improvement of educator preparation, and engaging stakeholders to develop and implement this new system of educator preparation. This report summarizes lessons learned from the first two cohorts of NTEP states.

This report aims to guide districts, school leaders, and teachers to effectively design teacher leader roles in their school contexts in order to support professional growth and teacher retention.

This resource list aims to strengthen the role of teachers by providing guides to any organization interested in building the capacity of principals to distribute leadership roles with teacher leaders.

For each state in New Teacher Center’s Review of State Policies on New Educator Induction, this report summarizes the presence or absence of policies related to nine key criteria that are most critical to the provision of high-quality induction and mentoring support for beginning educators. Each review captures all relevant policies, statutes, regulations, induction program standards, and other guidances.

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.

This report highlights five diverse educator preparation programs  (one for urban teachers, one for early childhood education, one single-year residency program, and two dual credential) that take innovative approaches to special education teacher certification.

This report shares examples from California of partners working together to bring local resources to their residencies to improve sustainability. The report sets the California context and briefly describes how securing funding for residencies can help to address teacher shortages, while increasing the diversity of the teaching workforce. The report also provides concrete strategies that programs can use to move toward long-term sustainable funding, with examples of how specific programs in California have successfully implemented select strategies.

This report from the American Association of Colleges for Teacher Education outlines research-based promising practices for the recruitment of male teachers of color. The report highlights the Black and Hispanic/Latino Male Teacher Networked Improvement Community, a program that pilots innovative solutions to increase recruitment of teachers of color. 

This case study seeks to inform policymakers, practitioners, and teacher educators about the components of a strong social and emotional learning-focused teacher preparation and development program by exploring two examples and outlining implications for policy and practice.