This Education Resource Strategies (ERS) report presents six strategies that school leaders can use to find more time for teachers to have meaningful, collaborative planning sessions (e.g., stacking time blocks back-to-back, creating larger specials, etc.). The report analyzes creative schedules and collaborative time frames from exemplar school systems where teachers have at least ninety consecutive minutes each week to plan, collaborate, and learn with other teachers during the school day
This working paper from the Calder Center presents findings from a three-year study of 15,000 students in three districts implementing the Opportunity Culture school staffing model. The study found that teaching teams led by multi-classroom leaders (MCLs) produced learning gains equivalent to those of teachers in the top quartile in math and nearly that in reading.
This Chiefs for Change report examines New Mexico’s state-led effort to develop an ecosystem of teacher leadership and advocacy initiatives that empowers teachers to effect school policies and practices that lead to improved student educational outcomes. The report analyzes New Mexico’s work against a five-stage continuum of steps state education agencies can take to implement their own teacher leadership and advocacy models.
This biannual report from the National Council on Teacher Quality presents state snapshots on teacher policy in 2017 regarding teacher preparation, recruitment and retention and provides guidance to states on policy changes that improve teacher quality.
This report from the RAND Corporation reviews 60 social and emotional learning (SEL) interventions that meet Tier I-III evidence of effectiveness requirements under the Every Student Succeeds Act and provides recommendations for educators and policymakers on determining which interventions best meet local needs and steps to take to facilitate effective implementation.
This vignette, from Public Impact, provides insight into a day in the life of a multi-classroom leader, whose job as an instructional teacher leader is to support and coach other teachers so more students receive excellent instruction.
In this brief guide, the National Council on Teacher Quality highlights best practices from 34 state plans for ensuring compliance with the Every Student Succeeds Act’s educator equity requirements. It identifies best practices in key areas, including definitions of inexperienced and ineffective teachers; data analysis; and timelines and strategies for identifying and eliminating educator equity gaps.
Based on data collected from six urban school districts that participated in The Wallace Foundation’s Principal Pipeline Initiative, this report from the Rand Corporation examines the resources and investments required to effectively establish and operate pipelines for preparing, hiring, supporting, and managing school leaders.
Based on review of 35 studies on professional development, this Learning Policy Institute (LPI) report identifies seven characteristics of effective professional development, which the authors define as structured professional learning that result in improvements to teacher practices and student outcomes.
This website is operated and maintained by AIR. Contents related to the previous Center on Great Teachers and Leaders, funded by the U.S. Department of Education, are made available through this website.