Recruitment and Selection

Targeted Teacher Recruitment

This policy snapshot, published by the Education Commission of the States, provides a state-by-state comparison of recent legislation aimed to support targeted recruitment and retention of teachers in specific subjects (e.g., science, math, special education) and types of schools (e.g., urban, rural, high-poverty). The report highlights exemplar states’ efforts to target recruitment for educators and adequately prepare them to teach certain subjects or populations, as opposed to general recruitment efforts that often fall short for high-need subjects or specializations.

Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color

This Learning Policy Institute report explains the positive impact of teacher diversity on outcomes for students of color, barriers to recruiting and retaining teachers of color, and promising practices to address these challenges. The report provides examples of how schools and districts attract and keep diverse educators, such as: building supportive pathways into teaching, revising and refining hiring strategies to be more proactive, strengthening induction programs, and improving teaching conditions through improved school leadership.    

School Leadership: A Primer for Policymakers

This brief, written by the Education Commission of the States, examines the necessity of strong school leadership and lists steps states can take to ensure that all schools have effective leaders. Key areas addressed in the brief are: school leadership standards, recruitment, preparation design and program approval, certification and licensure, mentoring, induction, and professional development, evaluation and ongoing support. The brief also provides additional state policy considerations and corresponding examples.  

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.

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.

Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations

This working paper presents findings from an investigation on the impact of demographic matches or mismatches  on teacher expectations for students in high schools. Findings indicate that non-black teachers of black students have lower expectations for their students than their black counterparts, particularly for male students and in math, providing additional support for the hiring of a more diverse and representative teaching force.

Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving

This working paper from the Calder Center analyzes 25 years of data on the academic ability of teachers in New York State and finds widespread and continuously increasing gains in the academic ability of certified teachers as well as those entering teaching. The report identifies a decrease over time in the gap between academic ability of teachers at high and low poverty schools, and between white and minority teachers.

Building a Stronger Principalship Vol. 3: Districts Taking Charge of the Principal Pipeline

The third in a series of reports from the Wallace Foundation, this report examines six school districts and the methods they use to improve school leadership. The Wallace Foundation evaluated the following measures in this report: the use of performance standards and data systems in the principal hiring process and the provision of support and training for principals and assistant principals.

Trends in Teacher Certification: Equipping Teachers to Prepare Proficient Readers

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.


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