Learning from Mixed Results: What’s Next for Teacher Professional Development?

Research from three studies has found that intensive, content-focused professional development (PD) improved teachers’ knowledge and some aspects of their practice, but did not improve student achievement. The studies are summarized by AIR in its brief, Does Content-Focused Teacher Professional Development Work? The PD examined in the three studies emphasized building teachers’ content knowledge and Read more about Learning from Mixed Results: What’s Next for Teacher Professional Development?[…]

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Meta-Analysis of Teacher Coaching

A new study authored by researchers from Brown and Harvard universities points to one promising strategy for helping current teachers improve: one-on-one coaching. Teacher coaching has emerged as a promising alternative to traditional models of professional development. Authors reviewed the empirical literature on teacher coaching and conducted meta-analyses to estimate the mean effect of coaching Read more about Meta-Analysis of Teacher Coaching[…]

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Great Districts for Great Teachers

Eight school districts just became the nation’s first-ever Great Districts for Great Teachers. This new honor, developed by the National Council on Teacher Quality (NCTQ), recognizes districts for their exceptional programs and policies on recruiting, encouraging, supporting, and retaining great teachers. The winners are: Boston Public Schools; Broward County Public Schools; Denver Public Schools; District Read more about Great Districts for Great Teachers[…]

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Study Finds Positive Impacts of Retired Educators to Support New Teachers

A new study finds that using retired educators to mentor and support new teachers can be a cost effective strategy to improve math achievement. Regional Educational Laboratory Central worked with Aurora Public Schools in Colorado to conduct a randomized controlled trial study in the 2013-14 and 2014-15 school years during implementation of the district’s innovative Read more about Study Finds Positive Impacts of Retired Educators to Support New Teachers[…]

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State Teacher Leadership Toolkit: Created By States, For States

State education agencies have a unique opportunity through the Every Student Succeeds Act (ESSA) to access the funding and support needed to advance their approach to teacher leadership. The State Teacher Leadership Toolkit provides a playbook for states to develop a framework to guide the planning, design, implementation, and assessment of teacher leadership initiatives that Read more about State Teacher Leadership Toolkit: Created By States, For States[…]

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Reimagining the School Day: Innovative Schedules for Teaching and Learning

Teachers in the U.S. spend far more time engaged in active instruction than their peers in other parts of the world. Yet some of teachers’ most important responsibilities–such as planning and collaborating with peers–require non-instructional time. Fortunately, there are several promising models schools have used for creative scheduling to provide teachers with the time they Read more about Reimagining the School Day: Innovative Schedules for Teaching and Learning[…]

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The Certification Maze

Teachers often can’t easily get a teaching job in a new state – usually because of confusing bureaucracy, a battery of expensive exams, and complex rules about which university courses will be accepted.  There is little research showing these rules lead to better teachers, but some evidence that they harm students and push teachers to Read more about The Certification Maze[…]

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Which States Pay Teachers the Most (and Least)?

Alaska and New York pay teachers nearly double the salaries of those working in Mississippi and Oklahoma, says a new study by GoBankingRates. According to the finance website, teachers in Alaska and New York are paid each year on average $77,843 and $76,953, respectively. By contrast, the averages in Mississippi and Oklahoma are $42,043 and Read more about Which States Pay Teachers the Most (and Least)?[…]

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Getting to Teacher Ownership: How Schools Are Creating Meaningful Change

In the current climate of education reform, where one innovation is often quickly replaced with another, the concept of teacher ownership is critical. Those responsible for change must have a voice in creating and directing that change: teachers cannot be viewed as simply the implementers. The Annenberg Institute for School reform conducted a mixed-methods study Read more about Getting to Teacher Ownership: How Schools Are Creating Meaningful Change[…]

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Big Problems in How Schools Hire Teachers and How to Solve Them

Every year schools must hire new teachers to replace the nearly 15 percent who leave annually. But what if schools are doing it wrong? Matt Barnum digs through some surprising research which shows that many schools and districts don’t require prospective teachers to perform a single model lesson, aren’t actively recruiting teachers of color and Read more about Big Problems in How Schools Hire Teachers and How to Solve Them[…]

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The Educator Pipeline: Turnover, Fewer Applicants Will Impact Student Achievement

Concerned about retention and recruitment of teachers, principals, and administrators, Learning First Alliance member organizations are looking to build stronger pipelines and supports for these critical roles in student learning. The Educator Pipeline discusses the challenges each profession faces, and why this issue is key to our nation’s economic future.   The report explores the Read more about The Educator Pipeline: Turnover, Fewer Applicants Will Impact Student Achievement[…]

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2016 Teachers of the Year Share Powerful Narratives in “Leading from the Classroom” Podcast Series

“Leading from the Classroom,” is a new podcast series featuring firsthand accounts from the 2016 State Teachers of the Year. Each episode features a different teacher sharing a personal and poignant moment that crystallized the importance of teaching and of being a teacher. The teachers speak as advocates and ambassadors for sound education policy, for Read more about 2016 Teachers of the Year Share Powerful Narratives in “Leading from the Classroom” Podcast Series[…]

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More than 1 in 4 Teachers Chronically Absent

More than 1 in 4 of the nation’s full-time teachers are considered chronically absent from school, according to federal data, missing the equivalent of more than two weeks of classes each academic year in what some districts say has become an educational crisis. The U.S. Education Department’s Office for Civil Rights estimated that 27 percent Read more about More than 1 in 4 Teachers Chronically Absent[…]

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Building the Educator Workforce Our Children Need Now

States are now deeply engaged in developing plans for their federal education spending for the next several years. Now is the time to rethink systems and strategies and to focus funds and efforts on what matters most for learning: great teachers and leaders for every student and school. Written collaboratively by all three partners of Read more about Building the Educator Workforce Our Children Need Now[…]

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Teacher Effectiveness in the Every Student Succeeds Act: A Discussion Guide

The Center on Great Teachers & Leaders has released a new discussion guide, Teacher Effectiveness in the Every Student Succeeds Act. Systemic challenges in the educator workforce require thoughtful and bold actions, and ESSA presents a unique opportunity for states to reaffirm, modify, or improve their vision of educator effectiveness. This GTL Center discussion guide Read more about Teacher Effectiveness in the Every Student Succeeds Act: A Discussion Guide[…]

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Teacher Effects on Social and Emotional Skills in School

In a recent article for the Shanker Institute, David Blazar and Matthew Kraft reflect on the findings of their recent study of teacher effects on students’ social and emotional skills: A growing body of research is starting to provide convincing evidence that teachers can have large effects on students’ social and emotional development in addition Read more about Teacher Effects on Social and Emotional Skills in School[…]

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