Prioritizing Leadership: New Leaders Federal Policy Platform

This webpage, published by New Leaders, includes a series of briefs that encourage a greater focus on school leadership at the federal level. The five-part series encourages policymakers to consider how various policies will impact a principal throughout his or her career. The briefs focus on creating a shared vision of leadership, pipeline development, preservice preparation, evaluation and management, and retention and rewards.

New Teacher Induction in Special Education

This research—published by the Center on Personnel Studies in Special Education— addresses four concerns regarding special education teacher induction: (1) the high attrition rate in special education; (2) the potential for beginning teachers—who are struggling to adapt to their new role—to provide inadequate services to children and youth with disabilities; (3) the increasing reliance on alternative routes to certification; and (4) the unique conditions within which special educators work.

Teacher Retention: Reducing the Attrition of Special Educators

The IRIS Center at Vanderbilt University developed this five-part, online, interactive module to highlight how to best support—and therefore retain—special educators, with a particular focus on the key steps school administrators can take to create a productive and inviting work environment.

Teacher Induction: Providing Comprehensive Training for New Special Educators

This five-part, online module, created by the IRIS Center, highlights that administrative support is critical for new special education teachers and demonstrates how teacher support can boost effectiveness in the classroom.

Laying the Foundation for Successful School Leadership

Based on a review of the existing literature, this report (published by the RAND Corporation) provides a set of recommendations designed to help districts and states create conditions that foster principal success. Key recommendations include matching the correct candidate to the correct school, ensuring that resources are available to new principals, instituting high-quality evaluation systems for principals, and providing school leaders with greater autonomy. 

Perspectives of Irreplaceable Teachers

This report, produced by The New Teacher Project (TNTP), documents the perspectives of 117 of America’s best teachers, with the hope that their feedback can be used to strengthen the profession. The report highlights the following key findings: (1) Teachers have a tumultuous relationship with their profession; (2) Teachers value a wide range of measures to determine success in the classroom; and (3) Teachers do not attribute much of their success to formal preparation programs.

Creating Sustainable Teacher Career Pathways: A 21st Century Imperative

Published by the National Network of State Teachers of the Year (NNSTOY) and the Center for Educator Effectiveness at Pearson, this report provides a vision of teacher career pathways designed to attract and retain excellent Generation Y teachers. The report reviews recent initiatives that promote teacher role differentiation, and, based on the findings, recommends strategies for creating the necessary conditions to develop sustainable teacher career pathways and make teaching a more attractive career option.

Incentives, Selection, and Teacher Performance: Evidence From IMPACT

This research report, published by the Calder Center at American Institutes for Research, examines the effectiveness of IMPACT—the District of Columbia’s teacher evaluation and compensation system—which provides individually targeted and high-powered incentives linked to performance (measured by multiple scores). The report found that the program improved the effectiveness of the D.C. Public Schools’ teacher workforce, both through the exit of low-performing teachers and through the performance gains evident among those who remained.

Central Office Transformation Toolkit

The Central Office Transformation Toolkit—published by the Center for Educational Leadership at the University of Washington and The Wallace Foundation—provides district leaders with three tools to reform central offices and strengthen their capacity to function as primary support systems for principals as they work to improve teaching and learning.

Rethinking Leadership: The Changing Role of Principal Supervisors

This study, published by the Council of the Great City Schools and The Wallace Foundation, provides districts with recommendations (based on surveys and site visits) for building highly effective principal supervisory systems that are most likely to produce stronger leaders and higher student achievement. The recommendations include providing clear, timely, and actionable evaluation data to principals; and committing district resources to, and engaging external partners in, the process of developing future leaders.


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