Rethinking English Learner Data: Illinois’ Plans Under the Every Student Succeeds Act

This New America report explores Illinois’ approach to serving students who are English Language Learners (EL), looking at strengths and challenges related to these EL student outcomes and how the state approaches these challenges in their Every Student Succeeds Act ESSA plans using a New America framework.

These States Are Leveraging Title II of ESSA to Modernize and Elevate the Teaching Profession

This brief by the Center for American Progress highlights how some states use funding through Title II, Part A of the Every Student Succeeds Act (ESSA) to strengthen the teacher pipeline by recruiting, preparing, and supporting teachers. The report provides examples of state models that have made notable advancements in the areas of: recruitment and diversity, teacher preparation and new teacher support, licensure and certification, compensation and loan forgiveness, data support, and pipeline-spanning initiatives.

On Track or Falling Behind? How States Include Measures of 9th Grade Performance in Their ESSA Plans

In this brief, Achieve outlines a state-by-state comparison of early warning indicator systems. These systems measure aspects of 9th grade student performance to determine if students are ‘on track’ for future academic success or are at risk for dropping-out. The brief outlines how states have included these early warning ‘on track’ indicators into accountability and data efforts in their Every Student Succeeds Act (ESSA) plans.

The Network Effect: Harnessing the Power of Teacher Leadership Networks to Sustain Progress in Tennessee

This Chiefs for Change brief highlights the Tennessee Department of Education (TDOE)’s efforts to engage teachers as leaders, often through roles such as instructional, curriculum, or content area coaches. Relative to teacher leadership, this brief delves into the state’s vision and theory of change, roles and responsibilities for states and districts, and the process for scaling, assessing, and improving the teacher leadership efforts. 

Finding Time for Collaborative Planning

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

Reaching Further and Learning More? Evaluating Public Impact’s Opportunity Culture Initiative

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. 

Sustained, Bold Reform: Investing in Teacher Leadership in New Mexico

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. 

2017 State Teacher Policy Yearbook: National Summary

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.  

Social and Emotional Learning Interventions Under the Every Student Succeeds Act

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.  


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