Recruitment and Retention

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.

Make Room for the Principal Supervisors

This case study, published by The Wallace Foundation, delves into Denver Public Schools’ rethinking of principal supervisors, which resulted in the district hiring more people to coach and evaluate leaders, thereby reducing supervisors’ “span of control” (i.e., the number of people a supervisor manages). Within 18 months of implementing this change, principal satisfaction with human resources increased from 43 percent (prior to implementation) to more than 90 percent.

Building a Stronger Principalship, Vol. 2: Cultivating Talent Through a Principal Pipeline

This research study, published and funded by The Wallace Foundation, focuses on six urban school districts that are seeking to enhance the principal pipeline through participation in the Principal Pipeline Initiative. This initiative focuses on preservice preparation, including selective admissions to high-quality programs, selective hiring and placement, leader standards that align with specific sites, and on-the-job evaluation and support.

You'll Never Be Better Than Your Teachers

In recent years, education stakeholders have increasingly turned to human resources policies on teacher tenure, compensation, and evaluation as leverage points for improving teacher quality.  Although these efforts appropriately aim to improve the quality of the teaching force, they too often seek silver-bullet solutions applied in isolation from other improvement strategies.  Emerging attention to entire systems of human capital management, however, appropriately recognizes the need for a comprehensive approach to improving teaching quality.

Retaining Teacher Talent: The View From Generation Y

This publication, by Learning Point Associates and Public Agenda, examines how best to retain teacher talent among Generation Y, the cohort born between 1977 and 1995. As this group becomes increasingly large share of the teaching workforce, attention must be paid to Gen Y’s needs and preferences to ensure that these teachers are retained. The observations in this report come from a national, random-sample survey of 890 public school teachers.

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