Leader

Principal Module: Helping Those New to the Teaching Profession

This module from the Center for Strengthening the Teaching Profession (CSTP) New Teacher Alliance in Washington state provides strategies to help school leaders meet the needs of their new teachers. The module is driven by research demonstrating the importance of school leaders in new teacher induction practices and aims to help schools stem the tide of new teachers leaving the profession.

Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving

This working paper from the Calder Center analyzes 25 years of data on the academic ability of teachers in New York State and finds widespread and continuously increasing gains in the academic ability of certified teachers as well as those entering teaching. The report identifies a decrease over time in the gap between academic ability of teachers at high and low poverty schools, and between white and minority teachers.

Building a Stronger Principalship Vol. 3: Districts Taking Charge of the Principal Pipeline

The third in a series of reports from the Wallace Foundation, this report examines six school districts and the methods they use to improve school leadership. The Wallace Foundation evaluated the following measures in this report: the use of performance standards and data systems in the principal hiring process and the provision of support and training for principals and assistant principals.

Trends in Teacher Certification: Equipping Teachers to Prepare Proficient Readers

With the view that student reading proficiency in third grade is a key ingredient to future academic success and that teachers are fundamental in ensuring positive student outcomes, this brief by the Education Commission of the States (ECS) highlights 14 states currently requiring student teachers to pass an instruction-specific assessment in the science of reading instruction as part of their teacher preparation program.

How Do We Get Experienced Accomplished Teachers Into High-Need Schools?

In an October 2014 discussion hosted by the Albert Shanker Institute, a panel of experts examined reasons that high-needs students are disproportionately taught by new, poorly prepared, and inadequately supported teachers who often leave the profession at a high rate. Experts also discussed relevant policy changes that might address this issue as well as ways to attract and retain highly effective teachers in high-need schools. 

The Case Against Quality-Blind Teacher Layoffs: Why Layoff Policies That Ignore Teacher Quality Need to End Now

Research conducted over time has shown that teacher quality is a key factor in improving student outcomes, but in many states schools are legally required to base layoff decisions on the length of service of their teachers. This report by TNTP makes the case for basing teacher layoff decisions on performance, not on the length of service.

Score Twice, Cut Once: Assessing the Predictive Validity of Teacher Selection Tools

This working paper by the Calder Center examines the predictive value of teacher applicant selection tools in Spokane Public Schools. The report seeks to find connections among the use of selection tools and teacher absences, teacher attrition rates, and teacher value-added contributions to student learning. Correlations are found between two of the three, with teacher absences showing no link. 

Redesigning Schools: Reaching All Students With Excellent STEM Teachers

This policy brief by Public Impact shows how schools that extend the reach of excellent teachers and their teams to more students, for significantly higher pay within budget, may be able to attract and keep far more science, technology, engineering, and mathematics (STEM) teachers. The brief summarizes the grim facts about STEM employment and learning in the United States today, the emerging efforts to stop the shortage, and the ways that teacher career paths can augment these efforts.

Churn: The High Cost of Principal Turnover

This report by the School Leaders Network focuses on the need to prioritize principal retention and suggests shifting focus from creating a strong leader pipeline to addressing retention issues directly, such as providing principals more support and development. The report details the negative impacts that principal turnover or “churn” has on student outcomes and suggests ways to improve principal retention.

Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide

This policy guide by Public Impact shows how districts can design teacher career paths that will keep excellent teachers in the classroom and extend their reach to more students, for more pay, within budget. The guide discusses how districts, when using these career paths, create opportunities for excellent teachers to reach more students either directly or by leading teaching teams and for all teachers to receive the support and development they deserve.

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