Teacher

This North Carolina-based study explores the impact of teacher experience on student learning and concludes that greater teacher experience is correlated with improved student outcomes, both in terms of achievement and behavior, demonstrating that teachers learn on the job.

This policy brief presents findings from a convening of California school district superintendents on the barriers encountered and methods used to overcome obstacles in efforts to successfully implement blended learning programs.

This case study focuses on an innovative teacher contract approved and implemented in Baltimore in 2012 under Dr. Andres Alonso, the CEO of Baltimore City Public Schools. The contract is accompanied by a four-tier career pathway that links teacher performance to pay and promotion. Within the pathway, teachers can earn higher pay by collecting achievement units or completing peer-reviewed projects.

This database compiles collective bargaining agreements and state policies for more than 100 of the largest school districts in all 50 states, and also generates customized reports by district. The database includes teacher contracts and policies, past and present, and a quick facts section for each district. 

This report analyzes the distribution of teachers in Miami-Dade County and examines whether teacher quality varies with socioeconomic factors across the county. The paper is specific to Miami-Dade County, but the issues examined have been identified by the U.S. Department of Education Office for Civil Rights as common across the United States. Findings show that Black students are more likely than White students to be taught by first-year teachers or uncertified/unlicensed teachers and those teachers are likely to be paid less.

This website, developed by a team from the Pahara-Aspen Teacher-Leader Fellows, offers overviews and links to resources from schools, districts, and support organizations to help teachers and their schools, unions, and districts design high-quality collaborative, job-embedded, teacher-led professional learning that leads to better student learning.

Working on the basis that great teachers are fundamental to successful student outcomes, this book examines the practices of successful teachers in two countries, the United States and China; highlights successful practices from both countries; and reflects on ways in which the East and West have much to learn from each other. The book includes chapters focused on a range of topics, including instructional practice and classroom organization and management, and a chapter-by-chapter study guide to encourage thoughtful reflection.

 

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.

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.

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.