Principal Module: Helping Those New to the Teaching Profession

This module from the Center for Strengthening the Teaching Profession (CSTP) New Teacher Alliance in Washington state provides strategies to help school leaders meet the needs of their new teachers. The module is driven by research demonstrating the importance of school leaders in new teacher induction practices and aims to help schools stem the tide of new teachers leaving the profession.

Doing the Math on Teacher Pensions: How to Protect Teachers and Taxpayers

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.

In the Quest to Improve Schools, Have Teachers Been Stripped of Their Autonomy?

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.

How Do We Get Experienced Accomplished Teachers Into High-Need Schools?

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. 

Teachers Know Best: Teachers Views on Professional Development

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.

Smart Money

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.

The Case Against Quality-Blind Teacher Layoffs: Why Layoff Policies That Ignore Teacher Quality Need to End Now

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.

Churn: The High Cost of Principal Turnover

This report by the School Leaders Network focuses on the need to prioritize principal retention and suggests shifting focus from creating a strong leader pipeline to addressing retention issues directly, such as providing principals more support and development. The report details the negative impacts that principal turnover or “churn” has on student outcomes and suggests ways to improve principal retention.

Building Effective Teacher Residencies

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. 

Leading From the Front of the Classroom: A Roadmap to Teacher Leadership That Works

This report by the Aspen Institute argues for a shift in school culture, making a case for the redistribution of leadership tasks to teachers. The strategy, aimed at teacher retention, offers teachers opportunities to participate in more leadership activities, thereby increasing their potential to move up the career ladder and ease the workload of the school principal. Profiles of innovative initiatives at school, district, and state levels are included.


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