State Teacher Leadership Toolkit

This toolkit from Leading Educators is designed to help state teams focusing on teacher leadership study other states’ approaches, identify strategies they can use, and find resources to support district design and implementation. The toolkit sets out a step-by-step process for making the case for teacher leadership; developing a policy, support, and funding plan for seeding teacher leadership in districts; and monitoring and measuring effectiveness.

Starting Strong: How to Improve Teachers’ Entry into the Profession

This report from the Center for American Progress calls for the expansion of supported entry programs for new teachers. The report examines several types of programs, including extended clinical preparation, residencies, and induction programs, that provide opportunities for new teachers to spend time working alongside experienced peers learning and practicing basic teaching skills that lays the foundation for mastering more complex aspects of their practice.

The Long-Run Impacts of Same-Race Teachers

This paper presents findings from an analysis using student-level data over ten years to investigate the long-term impact of students having teachers of the same race in elementary grades.  Findings indicate that having a black teacher in grades 3-5 significantly reduces the likelihood of black male students, particularly those most economically disadvantaged, of dropping out of high school, and increases the likelihood that low-income black male and female students aspire to attend four-year colleges.

Practice with Purpose: The Emerging Science of Teacher Expertise

This report from Deans for Impact focuses on the application of “deliberate practice,” or activities based on research-based principles that are purposeful and designed to maximize improvement, to develop novice teachers. The report examines five key principles drawn from studies of individuals who have excelled in a variety of fields and how these principles can be used to develop teaching skill.

To Attract Great Teachers School Districts Must Improve Their Human Capital Systems

This report by the Center for American Progress (CAP) summarizes the findings of a 108-school district survey focused on human capital systems. CAP compares recruitment, selection, evaluation, and retention systems and practices used in school districts to those used in other sectors, including banking, retail, technology, and consulting. Additionally, CAP examines district practices for recruiting and supporting diverse candidates.

Teachers Supporting Teachers: State Policies for Non-Classroom-Based Instructors

Explore how states are addressing talent development policies for coaches, mentors, instructional specialists, and teacher leaders. 

Teacher Leadership: Self-Assessment and Readiness Tools

Teachers, district leaders, and school leaders can use these tools to determine their level of readiness for teacher leadership. 

Why Bad Teachers in Twenty-Five Diverse District Rarely Get Fired

This study by the Fordham Institute investigated whether districts are able to dismiss ineffective teachers who have tenure or veteran status. The authors report that in most districts, performance-based dismissal of tenured teachers is difficult, and if pursued is extremely vulnerable to challenge and thus can take years to achieve.

Has it Always Been this Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools

This CALDER study uses longitudinal data to examine gaps in teacher quality over time between advantaged and disadvantaged students in North Carolina and Washington. The report finds that teacher quality gaps have always existed, but the size of the gaps have varied over time and been driven by different dynamics, including changing student demographics and teacher mobility.

Dynamic Effects of Teacher Turnover on the Quality of Instruction

This report challenges the widely-held belief that teacher turnover adversely affects student outcomes, finding that teachers leave the profession largely as a result of poor performance or ineffectiveness in the classroom. The report suggests that improved selection policies, aligned with better induction, mentoring and professional development policies could positively impact the quality of the teaching workforce and encourage higher retention rates of quality staff.


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