Leader

Attaining Equitable Distribution of Effective Teachers in Public Schools

This report from the Center for American Progress examines policies and practices that states, districts, and schools can leverage to improve the overall quality of the educator workforce and ensure that all students have access to effective teachers. 

Mid- and Late-Career Teachers Struggle With Paltry Incomes

This brief from the Center for American Progress looks at compensations rates for teachers across the states and finds that not only are teachers being paid less than they deserve, they are not being paid enough to support their families. In order to stem attrition rates and encourage good teachers to remain in the profession, some states and districts have implemented innovative compensation schemes. The brief takes a look at some of them and finds that initial results are promising.

Shortchanged: The Hidden Costs of Lockstep Teacher Pay

This TNTP report on teacher compensation puts forward the case for rewarding teachers according to their performance. Currently, nearly 90 percent of school districts use a “lockstep” approach to compensating teachers—awarding salary increases that are either based on years of experience, advanced qualifications, or some combination of the two. The report looks at issues with the recruitment and retention of teachers under lockstep pay systems and examines several districts that are adopting innovative compensation methods to attract and retain high-performing teachers into their classrooms.

Lacking Leaders: The Challenges of Principal Recruitment, Selection, and Placement

This report examines five urban school districts and the challenges they face in identifying, selecting, and recruiting school leaders. The report suggests that districts need to reimagine the role of a principal, with the dual goals of making the role attractive to talented leaders and equipping leaders to execute their role successfully.

From Good to Great: A Study of Teacher Perspectives on Factors Influencing Effectiveness

This research brief and accompanying discussion starter tool are based on the insights of 300 National and State Teachers of the Year collected through a first-of-its-kind exploratory survey. The report includes teachers’ reflections on the professional experiences and supports that have made them highly successful teachers, and provides education leaders and policymakers with needed information about the professional experiences that help teachers move from good to great.

The Changing Role of the Principal

In this report, the Center for American Progress looks at the increasing demands placed on principals in today’s schools, which are leading to growing rates of attrition in the field. The report includes an examination of the changing landscape of school leadership and the increasing demands of teacher evaluation and development and instructional improvement, which coexist alongside more traditional administrative duties.

Policy Barriers to School Improvement: What’s Real and What’s Imagined?

The Center on Reinventing Public Education (CRPE) enlisted the help of principals in three states, New Hampshire, Connecticut, and Maryland, to find out more about ways they are using their autonomies to maximize the resources at their disposal. The report looks at how principals are reallocating funds to organize their schools in innovative new ways. Prime examples of this include extending the reach of teachers and increasing the use of technology in schools to customize learning.

A Teachers’ Guide to TALIS 2013

This publication reports the results of the 2013 Teaching and Learning International Survey (TALIS) of 100,000 teachers and leaders in 34 countries and economies. To inform efforts to recruit, retain, and develop teachers worldwide, the survey examines how teachers are recognized, evaluated, and rewarded. The report includes a summary of findings and recommendations for teachers and leaders on areas of improvement, including school leadership, teacher appraisal and feedback, school climate, professional development and teaching practices.

Learner at the Center of a Networked World

This report by the Aspen Institute takes a look at the different ways young students learn today. Backed by research and stakeholder input, it recommends ways that teachers and policymakers can expand learning opportunities for students, making the best and safest use of the technology and resources available in today’s changing learning environment. 

Blending Towards Competency: Early Patterns of Blended Learning and Competency-Based Education in New Hampshire

This white paper examines the impact of blended learning in 13 schools in New Hampshire where state law mandates high schools measure learning by mastery of a subject rather than by credit hours. The report cites several ways in which blended learning can support competency-based learning, including on-demand testing, alternative pathways to learning, and personalized learning. 

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