Closing the Talent Gap: Attracting and retaining the top-third graduates to careers in teaching
What would it take to systematically attract—and retain—top students to a teaching career in the United States?
Auguste, B. G., Kihn, P., & Miller, M. (2010). Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching: An international and market research-based perspective. McKinsey.
This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.
Hattie, J. (2009). Visible learning. A synthesis of over, 800.
Visible Learning for Teachers: Maximizing Impact on Learning
This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
A coming crisis in teaching? Teacher supply, demand, and shortages in the US
Recent media reports of teacher shortages across the country are confirmed by the analysis of several national datasets reported in this brief. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower wages and poorer working conditions. Shortages are projected to grow based on declines in teacher education enrollments, coupled with student enrollment growth, efforts to reduce pupil-teacher ratios, and ongoing high attrition rates.
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Washington, DC: Learning Policy Institute. Available at: https://learningpolicyinstitute. org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT. pdf.
Within Our Grasp Achieving Higher Admissions Standards in Teacher Prep
Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level
Walsh, K., Joseph, N., and Lewis, A. (2016). Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Council on Teacher Quality.
The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students
This paper analyzes the research base on recruiting, preparing, and retaining good teachers being implemented in U.S. teacher education.
Zeichner, K. M. (2003). The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students. Teachers college record, 105(3), 490-519.
Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2011-12 Schools and Staffing Survey
This report offers the results from the Public School Teacher and Private School Teacher Data Files of the 2011-12 Schools and Staffing Survey (SASS). SASS is a national sample survey of public1 and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia.
Bitterman, A., Goldring, R., and Gray, L. (2013). Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2011-12 Schools and Staffing Survey (NCES 2013-313). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved March 16, 2015 from http://nces.ed.gov/pubsearch.
2011 State Teacher Policy Yearbook National Summary
This paper is an analysis of 50 state’s performance toward 36 teacher policy goals aimed at helping states build a comprehensive policy framework in support of teacher effectiveness.
Coggshall, J. G. (2012). Toward the Effective Teaching of New College-and Career-Ready Standards: Making Professional Learning Systemic. Research-to-Practice Brief. National Comprehensive Center for Teacher Quality.
Teacher turnover and teacher shortages: An organizational analysis
This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers
This is taken from the testimony of Richard Ingersoll in front the Pennsylvania legislature on the issues of school turnover.
Ingersoll, R. M. (2013). Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers. Retrieved October 3, 2014
2011 State Teacher Policy Yearbook: National Summary
This is a national analysis of each state’s performance against and progress toward a set of 36 specific, research-based teacher policy goals aimed at helping states build a comprehensive policy of teacher effectiveness.
Jacobs, S., Brody, S., Doherty, K, and Michele, K. (2011). 2011 State Teacher Policy Yearbook: National Summary. National Council on Teacher Quality.
The MetLife Survey of the American Teacher: Challenges for School Leadership (2012)
The MetLife Survey of the American Teacher has been completed annually since 1984. This report examines the views of teachers and principals on the responsibilities and challenges facing schools.
Markow, D., Marcia, L., and Lee, H. (2012). The MetLife Survey of the American Teacher: Challenges for School Leadership. Metlife Incorporated. Retrieved August 19, 2014
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
Research Synthesis: Does evidence suggest that some teachers are significantly more effective than others at improving student achievement?
This report looks at the evidence behind the proposition that some teachers are more effective than other teachers.
Prince, C., Koppich, et al., (2007). Research Synthesis: Does evidence suggest that some teachers are significantly more effective than others at improving student achievement? Center for Education Compensation
Teaching and Learning International Survey
In 2013, the Organisation for Economic Co-operation and Defelopment (OECD) published the results of their second international, large-scale survey of the teaching workforce, the conditions of teaching, and the learning environments of schools in participating countries, titled, Teaching and Learning International Survey.
Rutkowski,D., Rutkowski,L., Bélanger,J., Knoll,S., Weatherby,K., and Prusinski, E. (2013). Teaching and Learning International Survey TALIS 2013, Conceptual Framework
Paying for high-and low-quality teaching
This study argues that creating teaching standards and performance rubric that measures teachers' performance against those standard improve the quality of teachers by employing a multivariate, multilevel statistical model to make attributions about the effects teachers have on student performance.
Schacter, J., & Thum, Y. M. (2004). Paying for high-and low-quality teaching. Economics of Education Review, 23(4), 411-430.
Creating Effective Teaching and Learning Environments First Results from the TALIS Teaching And Learning International Survey
The Teaching and Learning International Survey (TALIS) is an international study of teachers, teaching, and learning environments.
Teaching, C. E., & Environments, L. (2009). First results from TALIS. Teaching and Learning International Survey.-Paris: OECD Publications.