What does pre-service teacher quality tell us about entry and retention in the profession?

It is often difficult for school and district leadership to identify high-quality teachers who will remain in the classroom, especially among those who are just entering the profession and in the first years of employment. However, a recent study by Robert Vagi, Margarita Pivovarova and Wendy Miedel Barnard suggests that examining a prospective teacher’s instructional Read more about What does pre-service teacher quality tell us about entry and retention in the profession?[…]

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State Mentoring Policies Key to Supporting Novice Teachers

The National Association of State Boards of Education has released a policy brief exploring state mentoring policies related to the support of novice teachers and the research on effective mentoring programs. Policy recommendations as well as state exemplar programs are offered. The brief finds that although there is evidence that formal induction programs lasting at Read more about State Mentoring Policies Key to Supporting Novice Teachers[…]

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Key Strategies to Promote Educator Effectiveness

According to a new evaluation brief from National Center for Education Evaluation (NCEE), providing educators with performance feedback and offering pay-for-performance bonuses can improve student achievement. The evaluation brief synthesizes two recent NCEE impact studies, which evaluated key strategies that can be funded through the federal Teacher Incentive Fund (TIF) grants and its successor program, Read more about Key Strategies to Promote Educator Effectiveness[…]

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Teachers’ Perceptions of Autonomy, Satisfaction, Job Security, and Commitment

A new Statistics in Brief from NCES highlights changes in teacher autonomy, satisfaction, job security, and commitment between 1999–2000 and 2011–12. The report focuses on patterns between perceived level of autonomy and perceptions of job security, satisfaction, and commitment. It relies on a sample of U.S. public school teachers using data collected through the 1999–2000 Read more about Teachers’ Perceptions of Autonomy, Satisfaction, Job Security, and Commitment[…]

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Teacher Leadership Works

Candice McQueen and Charla Hurt recently shared the progress of a Tennessee initiative to engage effective teachers as teacher leaders for The 74. Excerpts of their piece appear below: The idea seemed like common sense: Engage the most effective teachers, ask them to come up with ideas for improving schools, and share what they know Read more about Teacher Leadership Works[…]

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Study Finds Feedback to Teachers and Principals Can Improve Student Achievement in Math

A study conducted by American Institutes for Research (AIR) for the Institute of Education Sciences (IES) shows that even small amounts of the right kind of feedback to teachers and principals can have a positive effect on student achievement in math. These findings are important for states and districts looking for ways to boost educator Read more about Study Finds Feedback to Teachers and Principals Can Improve Student Achievement in Math[…]

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How School Buildings Affect Teacher Collaboration

Writing for Education Next, researchers James P. Spillane and Matthew Shirrell describe the findings of a four-year study of a midwestern suburban district, where they analyzed collaboration patterns among teachers and teased out the impact of teacher proximity to one another, shared workspace, and school design. Their analysis finds that physical proximity predicts staff interactions, Read more about How School Buildings Affect Teacher Collaboration[…]

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New audio podcast series: “Teachers of the Year”

A 45-part audio podcast series, produced by NWEA, the not-for-profit creator of assessment solutions, is featuring the voices of Teachers of the Year (TOY). From personal childhood stories of poverty and violence to the immense struggles that ESL students face today – these teachers share their personal and powerful accounts of the moment that crystallized Read more about New audio podcast series: “Teachers of the Year”[…]

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Making Teacher Recertification Meaningful

Recertification: It’s obscure. It’s ill-understood. It’s never studied. But most teachers have to meet these continuing education requirements every five years. A new special report from Education Week takes a hard look at recertification, posing questions about how it could be strengthened to support teachers better. The articles include an overview of the diverse provider Read more about Making Teacher Recertification Meaningful[…]

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Strategies for Building Teacher Pipelines from CCSSO

As state leaders in education, the Council of Chief State School Officers (CCSSO) aims to make sure every child has an effective teacher every year they are in school. Unfortunately, today, the education sector is facing a major challenge when it comes to the education workforce: States struggle to attract teachers to the profession, even Read more about Strategies for Building Teacher Pipelines from CCSSO[…]

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Lifelong Learners: How Redefining Professional Learning Leads to Stronger Teachers and Improved Student Outcomes

Effective teaching is the most influential factor in improving student achievement. One of the best ways to ensure students are taught by effective educators is by providing high-quality professional learning that helps teachers continuously improve and perfect their craft to meet the needs of their students. For years, many states and districts have recognized the Read more about Lifelong Learners: How Redefining Professional Learning Leads to Stronger Teachers and Improved Student Outcomes[…]

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Differences in Performance WITHIN Schools: Why So Much Greater Than in Other Countries?

Recently in a Top Performers opinion piece in Education Week, Marc Tucker explored the reasons why differences in teacher performance within schools are so prevalent in America and more rare in other countries. Excerpts from the piece appear below: According to an OECD analysis of variation of student performance in science, between-school variation accounts for Read more about Differences in Performance WITHIN Schools: Why So Much Greater Than in Other Countries?[…]

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An Accurate Look at Teacher Turnover Data

NCTQ recently took a closer look at the teacher turnover data in a report titled NCTQ Clears Up Latest “Crisis” in Teaching: An Accurate Look at Teacher Turnover Data. Some are claiming that teacher turnover is the latest crisis affecting the “national” teacher shortage, but NCTQ researchers find that some often repeated statistics are wrong Read more about An Accurate Look at Teacher Turnover Data[…]

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Retaining Minority Teachers in Schools where Most of their Colleagues are White

Minorities continue to be largely underrepresented among elementary and secondary teachers relative to the racial and ethnic composition of the nation’s student body, and tend to be concentrated in urban, high-minority schools. This means that many nonwhite or Hispanic students who attend schools with few minority teachers lack valuable role models. Many studies find that Read more about Retaining Minority Teachers in Schools where Most of their Colleagues are White[…]

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The State of the Nation’s Social Studies Educators

Recently on the Brookings blog, authors Michael Hansen and Diana Quintero reviewed the data and put together a profile of the American social studies educator. Excerpts of their post appear below: To get a glimpse of the social studies teacher workforce in the U.S., we look to data from the 2011-12 Schools and Staffing Survey Read more about The State of the Nation’s Social Studies Educators[…]

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Mentors for New Teachers Found to Boost Student Achievement—by a Lot

The final results from a U.S. Department of Education Investing in Innovation (i3) analysis has found that the New Teacher Center’s teacher induction model increases student learning by up to five months. These third-party evaluation results show that the NTC induction model yields statistically significant gains in student learning. The teacher induction model increases student Read more about Mentors for New Teachers Found to Boost Student Achievement—by a Lot[…]

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