America’s Leaky Pipeline for Teachers of Color: Getting More Teachers of Color into the Classroom

Published by the Center for American Progress, the report focuses on the need to build a more racially and ethnically diversified teaching workforce. The study looks at the obstacles that limit the supply of highly effective teachers of color and the difficulties in retaining teachers of color. The impact that the disproportionate number of teachers of color has on the growing body students of color in the United States is addressed. The report contains recommendations aimed at increasing the teachers-of-color pipeline at the federal, state, and district levels.  

State of America’s Schools: The Path to Winning Again in Education

This report, published by Gallup, includes data from 5th- to 12th-grade students, together with material gathered over several decades from studies focusing on the key qualities of high-performing teachers and principals. With an end goal of improving student engagement and achievement, the report looks at how principals can create high-quality learning environments within their schools and includes sections on attracting, engaging, and retaining highly effective teachers.

It’s More Than Money: Teacher Incentive Fund-Leadership for Educators’ Advanced Performance Charlotte-Mecklenburg Schools

Charlotte-Mecklenburg Schools partnered with the Community Training and Assistance Center beginning in 2007 to seek, obtain, and implement a Teacher Incentive Fund (TIF) grant from the U.S. Department of Education that would allow for a multiyear performance-based compensation initiative. This report is an evaluation of this effort, based on five years of observations, interviews, and analyses. The analysis reveals the success of the program, but also highlights that performance-based compensation cannot rely on the promise of monetary incentives alone.

Right-Sizing the Classroom: Making the Most of Great Teachers

This paper examines whether it is possible to improve student achievement by reallocating pupils among teachers so that the most effective teachers teach a greater number of students. The paper shows that student outcomes in mathematics, reading, and science improved in both the fifth-grade and eighth-grade North Carolina classrooms examined in this research study.

Charlotte, N.C.’s Project L.I.F.T: New Teaching Roles Create Culture of Excellence in High-Need Schools

Public Impact’s case study on Opportunity Culture highlights the “truly different” things Project L.I.F.T. did to redesign four schools using Opportunity Culture models and principles. The study details the steps these schools took and the challenges they faced as they prepared to kick off their Opportunity Culture models at the beginning of the 2013–14 school year.

Leading Educators Case Study: Empowering Teacher-Leaders to Extend Their Reach by Leading Teams

This Public Impact case study is part of a series that offers an in-depth look at districts, charter schools, and other programs that have started using Opportunity Culture models (those that extend the reach of excellent teachers for more pay, within budget), or have experimented with similar strategies for expanding the impact of excellent teachers on students and peer teachers.

Redesigning Schools: Financial Planning for Secondary-Level Time-Technology Swap and Multi-Classroom Leadership

This brief—written and published by Public Impact—analyzes two secondary-level, blended learning models developed under their Opportunity Culture initiative: the “Time-Technology Swap” school model, and the “Time-Technology Swap” model in combination with the Multi-Classroom Leadership model. Public Impact calculated the savings and costs of these models to demonstrate how schools could increase teachers’ pay without increasing class sizes and or exceeding their budgets.

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.

Developing and Sustaining a High-Quality Teacher Force

This report, published by the Asia Society, examines the strategies used to develop and support strong teaching and school leadership workforces in three very different contexts: Melbourne, Australia; Singapore; and Toronto, Canada. The report contains a cross-city analysis and three in-depth case studies examining each of the cities. Best practices identified across these cities include a shared emphasis on systemic approaches, strong recruitment initiatives, increasingly thoughtful preparation and mentoring, purposeful support for ongoing learning, and proactive leadership development.

Teacher and Leader Effectiveness in High-Performing Education Systems

This report—published by the Alliance for Excellent Education and the Stanford Center for Opportunity Policy in Education—provides a set of case studies that examines best practices for cultivating teacher and leader effectiveness from around the globe, honing in on Finland; Ontario, Canada; and Singapore. The areas featured in this report have well-developed and effective systems in place for recruiting, preparing, developing, and retaining teachers and school leaders.


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