Publications

This guide provides an in-depth look at the elements of a 14-month research-based leadership development model designed to train aspiring school leaders in New York. The program requires participation in simulations, team activities, and an experiential component that is undertaken under the guidance of an experienced and trained mentor. Candidates must demonstrate that they meet leadership standards clearly identified within the program in order to graduate.

This study evaluates the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS). A detailed analysis finds evidence that NBPTS-certified teachers are more effective in improving math and reading student outcomes than non-NBPTS-certified teachers. Results vary by subject and grade but are strongest for middle school math certificate holders. 

This report on the impact of teacher experience on student outcomes bases its findings on a new methodological model designed to limit bias. It finds that teachers experience rapid improvements to productivity in their early teaching years, and continue to increase their ability to improve student outcomes beyond the first five years of their careers. The study also finds that teachers continue to improve late in their careers, particularly in the field of math.

This brief summarizes findings from a May 2014 CompetencyWorks convening of technical assistance providers with expertise in the implementation of Next Generation learning models. The report aims to shed light on the steps that districts need to take to transform their traditional education systems to competency-based systems that optimize the use of blended learning.

Recent reforms in England’s school system have led to the distribution in state schools of leadership responsibilities across administrators and teachers. Middle-level teacher-leaders are curriculum experts who lead teams of teachers, offering instructional support and taking accountability for the performance of the team and its students.

This report offers an international perspective on teacher leadership, focusing on reforms within England’s school system. The reforms led to three leadership levels, including middle-level teachers who take responsibility for teaching and leading in a grade level or cluster, or subject area.

Learn about policies that can support building a strong, sustainable school leadership pipeline. 

This journal article from Educational Leadership provides brief descriptions of several common teacher leadership roles, including a short vignette describing each role.

This set of teacherleadership competencies developed by the National Board for Professional Teaching Standards, the National Education Association, and the Center for Teaching Quality is designed to be a resource for teacherleaders who want to further refine their leadership in three areas: instruction, policy, and collective action. Each of the competencies includes a description of what it means to be emerging, developing, performing and transforming in a particular area.  

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.