Teacher

This study from the National Council on Teacher Quality (NCTQ) includes a teacher pension report card for all 50 states and Washington, D.C., together with an in-depth analysis of teacher pension policies. The study provides information on flexibility, fairness, sustainability, and portability of teacher pension plans in each state.

This brief by the Center for American Progress examines how much autonomy teachers have using recent data sets, including the Schools and Staffing Survey, state surveys, and other national polling data. Findings suggest that teachers are more autonomous and more satisfied than might be expected. The brief suggests areas for improvement that include increased support, improved salaries, and better working conditions for teachers.

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.

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. 

Commissioned by the Bill & Melinda Gates Foundation to gain insights into professional development for teachers, this study found broad agreement among teaching professionals on what comprises good professional learning. It also found consensus among teachers regarding the need to support and develop their teaching skills because they directly impact student outcomes. However, only 29 percent of teachers included in the study were highly satisfied with the professional development currently available to them.

Based on the assumption that teacher pay is an important factor in teacher recruitment and retention, this report by the National Council on Teacher Quality (NCTQ) examines how different districts set teacher compensation rates. It investigates long-term compensation prospects for teachers and asks which districts offer opportunities for rapid advancement up the salary ladder.

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.

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.

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.

This report by Urban Teacher Residency United examines the important role that teacher residency plays in the teacher preparation process. Driven by research showing that teacher residencies are improving both student outcomes and teacher retention in rural and urban schools, the report takes an in-depth look at two Urban Teacher Residency United programs run by Aspire Public Schools and Denver Public Schools.