This article attempts an analysis of the accumulated literature on collegial relations with the intent of formulating a more robust conception, one that accounts for variation in teachers’ involvements with one another, the circumstances that surround those involvements, the meanings teachers and others attach to them, and the consequences that flow from them.
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509–536.
This report presents PEDS findings from the 2011 and 2012 surveys, which reported on the 2009-2010 and 2010-2011 school years. Some of the findings in this report counter common myths about higher education-based preparation programs. Others show that there is still much work to be done.
The Changing Teacher Preparation Profession: A Report from AACTE's Professional Education Data System (PEDS). (2013). Washington: American Association of College for Teacher Education.
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri.
Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. Journal of Educational Research, 109(1), 99–110. https://www.lib.fsu.edu/sites/default/files/scholarship/effects_of_teacher_pl_activities.pdf
This essay suggests potential research avenues in the area of technology-mediated learning. It seeks to motivate greater depth of research into the question of how technology enhances learning.
Alavi, M., & Leidner, D. E. (2001). Research commentary: Technology-mediated learning—a call for greater depth and breadth of research. Information Systems Research, 12(1), 1–10. https://pubsonline.informs.org/doi/abs/10.1287/isre.18.104.22.16820
The work of the New Teacher Center (NTC) highlights the importance of the conditions for success in its Program Theory of Action model. This paper also provides Conditions for Success Self-Evaluation Worksheet that will help you to evaluate your program’s readiness to effectively implement the Teacher Induction Pathway presented in the Adult Education Teacher Induction Toolkit.
American Institutes for Research (AIR) and Literacy Information and Communication System (LINCS). (2015). Promoting teacher effectiveness: Conditions for success in teacher induction. https://lincs.ed.gov/publications/te/conditions.pdf
This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care.
Annenburg Institute for School Reform. (2004). Instructional Coaching: Professional development strategies that improve instruction.
This Research & Policy Brief addresses the aspect of the teacher support system that is perhaps the most important and often the most weakly implemented: teacher learning and development.
Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-quality professional development for all teachers: Effectively allocating resources. Washington, DC: National Comprehensive Center for Teacher Quality.http://www.gtlcenter.org/sites/default/files/docs/HighQualityProfessionalDevelopment.pdf
In this article, we challenge the status quo of current student-teaching practice, which has
remained relatively unchanged for close to 100 years. This 4-year study identifies the
differences between a coteaching and a non-coteaching model of student teaching.
Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in teacher education, 32(1), 3-14.
This study examined results associated with a field-based undergraduate early childhood teacher education program designed as a response to calls for enhanced field experiences and community-situated teacher education that narrows the preparation-to-practice gap.
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass. http://www-personal.umich.edu/~dkcohen/downloads/developingpractice.pdf
Researchers at Learning Sciences International wanted to take a closer look at the impact PLCs have on the schools we work with. We hoped to tease out answers to two related questions about PLCs. When PLCs are working at optimum levels, what is their relationship to student achievement? Secondly, do cohesive and focused high-functioning PLCs have any impact on teacher morale?
Basileo, L. D. (2016). Did you know? Your school’s PLCs have a major impact. West Palm Beach, FL: Learning Sciences International. https://www.learningsciences.com/wp/wp-content/uploads/2018/05/Did-You-Know-Your-School%E2%80%99s-PLCs-Have-an-Outsized-Impact.pdf
This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted.
Bell, C. A., Wilson, S. M., Higgins, T., & McCoach, D. B. (2010). Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas. Journal for Research in Mathematics Education, 41(5): 479–512. https://www.researchgate.net/profile/Courtney_Bell5/publication/268429188_Measuring_the_Effects_of_Professional_Development_on_Teacher_Knowledge_The_Case_of_Developing_Mathematical_Ideas/links/54f5c6310cf21d8b8a5b791b.pdf
As part of a federally funded study of NCLB, RAND Corporation researchers, in collaboration with researchers from the American Institutes for Research, analyzed the progress that states, districts, and schools have made in implementing the teacher qualification provisions of NCLB through the 2004–2005 school year.
Birman, B., Le Floch, K., Klekotka, A., Ludwig, M., Taylor, J., Walters, K…..O’Day, J. (2007). Evaluating teacher quality under No Child Left Behind. Santa Monica, CA: RAND Corporation. https://www.rand.org/pubs/research_briefs/RB9287.html
The Council of Chief State School Officers (CCSSO) was awarded a grant from the
National Science Foundation to conduct a meta analysis study with the goal of providing
state and local education leaders with scientifically-based evidence regarding the effects of
teacher professional development on improving student learning.
Blank, R. K., and de las Alas, N. (2009). The effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders. Washington, DC: Council of Chief State School Officers. https://files.eric.ed.gov/fulltext/ED544700.pdf
Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 30(8), 3–15.
The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.
Bromberg, M. (2016). Achieving Equitable Access to Strong Teachers: A Guide for District Leaders. Education Trust.
CEELO reviewed data on 21 states’ principal licensure requirements, conducted structured interviews with experts on principal preparation and professional development in 7 states, and spoke with staff at the National Association of Elementary School Principals and the National Institute for School Leadership.
Brown, K. C., Squires, J., Connors-Tadros, L., & Horowitz, M. (2014). What do we know about principal preparation, licensure requirements, and professional development for school leaders. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.
Using data from a large urban school district, this article tests the impact of structural, human, and social factors on the emergence of school-based professional community and examines the extent to which such developments in turn promote learning and experimentation among faculty
Bryk, A., Camburn, E., & Louis, K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751–781. https://www.researchgate.net/profile/Karen_Louis/publication/249684711_Professional_Community_in_Chicago_Elementary_Schools_Facilitating_Factors_and_Organizational_Consequences/links/5845de4f08ae8e63e6286a05/Professional-Community-in-Chicago-Elementary-Schools-Facilitating-Factors-and-Organizational-Consequences.pdf
This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning.
Carroll, T., Fulton, K., & Doerr, H. (Eds.) (2010). Team up for 21st century teaching and learning: What research and practice reveal about professional learning. Condensed excerpts. Washington, DC: National Commission on Teaching and America’s Future. https://eric.ed.gov/?id=ED512177
The purpose of this overview is to provide an understanding of the research base on professional development and its impact on student achievement, as well as offer recommendations for future teacher professional development.
Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Professional Development (Inservice). Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-in-service.
We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of education review, 26(6), 673-682.
By analyzing data from the Schools and Staffing Survey, the authors empirically test four of the core assumptions embedded in current arguments for expanding alternative teacher certification (AC):
Cohen-Vogel, L., & Smith, T. M. (2007). Qualifications and assignments of alternatively certified teachers: Testing core assumptions. American Educational Research Journal, 44(3), 732-753.
This study aimed to look into this by asking, “Which features of high quality online professional development were noted by participating educators in a statewide online teacher professional development program?” A survey was used to collect educators’ voices in this FIP professional development (PD) program.
Collins, L. J., & Liang, X. (2015). Examining high quality online teacher professional development: Teachers’ voices. International Journal of Teacher Leadership, 6(1), 18–34. https://files.eric.ed.gov/fulltext/EJ1137401.pdf
The study compares the effectiveness of different routes to teaching. It finds there is no significant difference in the effectiveness of teachers who were traditionally trained when compared to teachers who obtained training through alternative credential programs.
Constantine, J., D. Player, T. Silva, K. Hallgren, M. Grider, and J. Deke, 2009. An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report (NCEE 2009- 4043). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board-Certified Teachers (NBCTs) in the nation. Certification effects vary by subject, grade level, and certification type, with greater effects for middle school math certificates. We find mixed evidence that teachers who pass the assessment are more effective than those who fail, but that the underlying NBPTS assessment score predicts student achievement.
Cowan, J., & Goldhaber, D. (2016). National board certification and teacher effectiveness: Evidence from Washington State. Journal of Research on Educational Effectiveness, 9(3), 233-258.
Research shows how schools can create more powerful professional development experiences.
Darling-Hammond, L., & Richardson, N. (2009). Research review. Teacher learning: What matters? How Teachers Learn, 66(5), 46–53. http://outlier.uchicago.edu/computerscience/OS4CS/landscapestudy/resources/Darling-Hammond-and-Richardson-2009.pdf
The authors respond to Dan Goldhaber and Dominic Brewer’s article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student data that teacher certification has little bearing on student achievement. Goldhaber and Brewer found strong and consistent evidence that, as compared with students whose teachers are uncertified, students achieve at higher levels in mathematics when they have teachers who hold standard certification in mathematics.
Darling-Hammond, L., Berry, B., & Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational evaluation and policy analysis, 23(1), 57-77.
Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates.
Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 13, 1-48.
This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.).
Desimone, L. M., & Garet, M. S. (2015).Best Practices in Teachers’ Professional Development in the United States. Psychology, Society, and Education, 7(3), 252-263. https://pdfs.semanticscholar.org/31ff/d06b4df5bb399f782d3985f17311d2bc44ae.pdf
This paper examines data on 39 charter schools and correlates these data with school effectiveness. We find that class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness.
Dobbie, W., & Fryer Jr, R. G. (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5(4), 28-60.
This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics.
Fetler, M. (1999). High school staff characteristics and mathematics test results. education policy analysis archives, 7, 9.
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face.
Fishman, B., Konstantopoulous, S., Kubitskey, B., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face to face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–438.
This study examines the influence of administrator credential programs, on-the-job experiences, and the standards in the development of urban public school principals.
Fultz, M. Assessing the Relationship Between Administrator Preparation Programs and Job Performance.
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. http://www.artsintegrationpd.org/wp-content/uploads/2017/07/What-makes-PD-effective-Garet_et_al.pdf
The authors fit multilevel logistic regression models to a large state administrative dataset in order to examine (1) if the percentage of SWDs a teacher instructs was associated with turnover, (2) if this association varied by student disability, and (3) how these associations were moderated by special education certification.
Gilmour, A. F., & Wehby, J. H. (2019). The Association Between Teaching Students with Disabilities and Teacher Turnover.
In this paper, we describe the results of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary level student achievement
Goldhaber, D., & Anthony, E. (2004). Can teacher quality be effectively assessed? Seattle, WA: Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington. https://m.cedr.us/papers/value/2007-Can%20Teacher%20Quality.pdf
This brief quantifies the fundamentally chaotic nature of elementary teacher preparation for initial certification, which is by far the most popular choice of individuals who consider teaching. While there is overlap in the topics each undergraduate/graduate program pair covers, what's more striking are the different course requirements--even though both programs are offered by the same education school at the same institution. Ideally, teacher candidates in each program pair should receive preparation that is not only consistent, but also high quality in its design.
Greenberg, J., & Dugan, N. (2015). Incoherent by Design: What You Should Know about Differences between Undergraduate and Graduate Training of Elementary Teachers. National Council on Teacher Quality.
This paper investigate the most commonly used exam, the School Leaders Licensure Assessment (SLLA), using 10 years of data on Tennessee test takers. This paper found that although candidates with higher scores are more likely to be hired as principals, we find little evidence that SLLA scores predict measures of principal job performance, including supervisors’ evaluation ratings or teachers’ assessments of school leadership from a statewide survey.
Grissom, J. A., Mitani, H., & Blissett, R. S. (2017). Principal licensure exams and future job performance: Evidence from the School Leaders Licensure Assessment. Educational evaluation and policy analysis, 39(2), 248-280.
The authors use their experience with a professional development project to propose a model of teacher community in the workplace. They describe a project that brought together 22 English and social studies teachers (and a special education and ESL teacher) from an urban high school over a period of 2 1/2 years.
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942–1012. https://stacks.stanford.edu/file/druid:ch289xy7677/Grossman-Wineburg-Woolworth.pdf
This article reviews U.S. administrative licensure regulations, focusing on type of school leader licensure, provider types, and leadership quality. Licensure obtained through university-based and alternative routes is examined.
Hackmann, D. G. (2016). Considerations of administrative licensure, provider type, and leadership quality: Recommendations for research, policy, and practice. Journal of Research on Leadership Education, 11(1), 43-67.
This new research addresses a number of critical questions: Are a teacher’s cognitive skills a good predictor of teacher quality? This study examines the student achievement of 36 developed countries in the context of teacher cognitive skills. This study finds substantial differences in teacher cognitive skills across countries that are strongly related to student performance.
Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2014). The value of smarter teachers: International evidence on teacher cognitive skills and student performance (No. w20727). National Bureau of Economic Research.
The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7–8), 798-812.
Is a popular innovation for increasing human capital in the teaching profession—competitive college scholarships for teachers—effective?
Henry, G. T., Bastian, K. C., & Smith, A. A. (2012). Scholarships to recruit the “best and brightest” into teaching: Who is recruited, where do they teach, how effective are they, and how long do they stay?. Educational Researcher, 41(3), 83-92.
The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school.
Hollins, E. R., McIntyre, L. R., DeBose, C., Hollins, K. S., & Towner, A. (2004). Promoting a self-sustaining learning community: Investigating an internal model for teacher development. International Journal of Qualitative Studies in Education, 17(2), 247–264.
This paper defines and describes what is meant by "professional learning community"; describes what happens when a school staff studies, works, plans, and takes action collectively on behalf of increased learning for students; and discusses what is known about creating such communities of professionals in schools.
Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. https://files.eric.ed.gov/fulltext/ED410659.pdf
This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials.
Humphrey, D. C., Wechsler, M. E., & Hough, H. J. (2008). Characteristics of effective alternative teacher certification programs. Teachers College Record, 110(1), 1-63.
This article reports on a longitudinal study designed to explore these questions. In 1999, researchers from The Project on the Next Generation of Teachers selected and interviewed a diverse group of 50 new teachers in the Massachusetts public schools.
Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617.
This paper presents case study research that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education.
King, K. P. (2002). Identifying success in online teacher education and professional development. Internet and Higher Education, 5(3), 231–246.
ESSA got rid of the requirement in the law it replaced, the No Child Left Behind Act, that teachers must be highly qualified, which typically meant they needed to have a bachelor’s degree in the subject they are teaching and state certification. Instead, states must come up with their own definition of an “effective teacher.”
Klein, A. (2018, July 16). Does ESSA require teachers to be highly qualified? Education Week.
The authors introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology and argue for the role of authentic design-based activities in the development of this knowledge.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2) 131–152. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.983.6956&rep=rep1&type=pdf
Starting in independent professional schools 150 years ago, teacher education in the United States ended up in universities. This was not the result of a plan to enhance the quality of professional education for teachers. Instead, it was a side effect of the growing dominance of the university over all matters educational, which meant that teacher education, like other professional domains, had no other place to go.
Larabee, D. F. (2008). An uneasy relationship: The history of teacher education in the university. In M. Cochran-Smith, S. Feiman Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed., pp. 290–306). Association of Teacher Educators.
In trying to improve American public schools, educators, policymakers, and philanthropists are overselling the role of the highly skilled individual teacher and undervaluing the benefits that come from teacher collaborations that strengthen skills, competence, and a school’s overall social capital.
Leana, C. (2011). The missing link in school reform. Stanford Social Innovation Review.https://ssir.org/articles/entry/the_missing_link_in_school_reform
In this paper we examine social capital and its relationship with performance at the organizational level.
Leana, C., & Pil, F. (2006). Social capital and organizational performance: Evidence from urban public schools. Organization Science, 17(3), 353–366.
This paper focuses on two questions: (a) What patterns in certification currently exist across the states? and (b) What might these current patterns indicate for the future of school principal certification?
LeTendre, B. G., & Roberts, B. (2005). A National view of certification of school principals: Current and future trends. In University Council for Educational Administration, Convention, Nashville, TN. Retrieved October (Vol. 15, p. 2007).
This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools. Implications for teacher education programs include that recruitment strategies should identify candidates who are committed to teaching in high need schools and programs should provide experiences to encourage this commitment not just to become certified.
Liou, P. Y., Kirchhoff, A., & Lawrenz, F. (2010). Perceived effects of scholarships on STEM majors’ commitment to teaching in high need schools. Journal of Science Teacher Education, 21(4), 451-470.
This paper draws on intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools to take up the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913–945.
This paper reports findings of a study that is grounded in the assumption that the ways in which teachers interact outside their classrooms may be critical to the future of school restructuring and the effects of restructuring on students.
Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798. https://files.eric.ed.gov/fulltext/ED381871.pdf
This study investigated the National Board for Professional Teaching Standards'(NBPTS)
assessment process in order to identify, quantify, and substantiate learning outcomes from
Lustick, D., & Sykes, G. (2006). National Board Certification as professional development: What are teachers learning? Education Policy Analysis Archives, 14(5), 1– 43. https://epaa.asu.edu/ojs/article/download/76/202
The What Works Clearinghouse (WWC) identified five studies of NBPTS certification that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards.
Mathematica Policy Research (2018). What Works Clearinghouse Intervention Report: National Board for Professional Teaching Standards Certification. Washington, DC: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_nbpts_021318.pdf.
This annual publication is one of the best ongoing sources for tracking and analyzing important developments and trends in education over time using the latest available data. In 2019 the spotlights were on: “Early Childhood Care Arrangements”; “Choices and Costs Characteristics of Public School Teachers Who Completed Alternative Route to Certification Programs”; and “Trends in Student Loan Debt for Graduate School Completers.”
McFarland, J., Hussar, B., Zhang, J., Wang, X., Wang, K., Hein, S., Diliberti, M., Forrest Cataldi, E., Bullock Mann, F., and Barmer, A. (2019). e Condition of Education 2019 (NCES 2019-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2019144.
This publication seeks to help answer those questions by bringing together findings from four reports commissioned by The Wallace Foundation to inform its development of a potential new initiative regarding university-based principal training.
Mendels, P. (2016). Improving University Principal Preparation Programs: Five Themes from the Field. Wallace Foundation.
This paper is the story of Fast Start. This paper will explain exactly how they transformed their approach to pre-service training and built Fast Start, and what they’ve learned along the way. They hope that their experience—including our failures—can serve as a road map for other preparation programs that want to find new ways to help new teachers find success.
Menzes, A., & Maier, A. (2014). Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback. TNTP. Retrieved from https://eric.ed.gov/?id=ED559704
Th is publication is an eff ort to answer basic questions and to inform and engage more people in strengthening the quality and improving the results of professional development.
Mizell, H. (2010). Why professional development matters. Oxford, OH: Learning Forward. https://learningforward.org/wp-content/uploads/2017/08/professional-development-matters.pdf
National Center for Education Statistics. U.S. Department of Education presents the data of public school teachers who held a postbaccalaureate degree, public school teachers who held the certificate, and the year of experience.
National Center for Education Statistics. U.S. Department of Education. (2018b). The condition of education 2018: Characteristics of public school teachers. NCES 2018-144. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=58
The book recommends that federal and state policy makers take on the responsibility of promoting equal access to technology while the federal government and foundations play an important role by supporting the development, evaluation, and revision of OTPD.
National Research Council. (2007). Enhancing professional development for teachers: Potential uses of information technology. Report of a Workshop. Committee on Enhancing Professional Development for Teachers, National Academies Teacher Advisory Council. Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press. https://www.nap.edu/read/11995/chapter/1
NTC's most recent report explores: 1) The impact on teacher retention rates, 2) Expected months of additional learning for students and potential of lifetime earnings, 3) Districts' expected savings on this investment. 4) Long-term economic impact of students and in their communities.
New Teacher Center (2019). Counting the cost: A commitment to educational equity that yields results. Santa Cruz, CA: Author. https://info.newteachercenter.org/Counting-the-Cost
This article focuses on the response of one urban middle school to a major school reform initiative.
Phillips, J. (2003). Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision, 18(3), 240–258.
This study examined the influence of three year-long cohorts of elementary school teachers' participating in a learner-centered mathematics professional development program.
Polly, D., McGee, J., Wang, C., Martin, C., Lambert, R., & Pugalee, D. K. (2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research, 72, 26–37. https://www.sciencedirect.com/science/article/pii/S0883035515000282
The quality of the teacher workforce is especially important in the early grades, when teachers bear an extraordinary responsibility, building a solid foundation for students in both the knowledge and skills they will need to succeed in later grades, as well as in their future lives. The past year and a half has laid bare the tremendous challenges teachers face and the essential role they play in supporting students. As the pandemic abates and we reckon with the damage it wrought, we must acknowledge that recovery places unprecedented demands on our education system and its teachers.
Putman, H. & Walsh, K. (2021). Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce. Washington, D.C.: National Council on Teacher Quality.
This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire.
Rotermund, S., DeRoche, J., & Ottem, R. (2017). Teacher professional development by selected teacher and school characteristics, 2011–12 (NCES 2017-200). Stats in Brief. Washington, DC: National Center for Education Statistics, U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED573871.pdf
This study examines how mathematics and science teachers' classroom assessment
practices were affected by the National Board Certification process.
Sato, M., Wei, R. C., & Darling-Hammond, L. (2008). Improving teachers’ assessment practices through professional development: The case of National Board Certification. American Educational Research Journal, 45(3), 669–700. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.872.5162&rep=rep1&type=pdf
High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart. Some of these burdens are explicit and take the form of recruiting, hiring, and training costs. Others are more hidden and take the form of changes to the composition and quality of the teaching staff. This study focuses on the latter.
Sorensen, L. C., & Ladd, H. (2018). The hidden costs of teacher turnover. Working paper 203-0918-1. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research (CALDER). https://journals.sagepub.com/doi/pdf/10.1177/2332858420905812
This 3-year study examined the dynamics of school culture in 3 elementary schools that
have beaten the odds in improving low-income and minority student achievement.
Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. Elementary School Journal, 104(2), 127–146.
The authors recommend a shift in focus for TFA from a program of mixed impact to one that makes measureable changes in the quality of education in America. Recommendations for policymakers and districts are provided.
Vasquez Heilig, J., & Jez, S. J. (2014). Teach For America: A return to the evidence.
After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://www.psycholosphere.com/A%20review%20on%20research%20on%20the%20impact%20of%20PLCs%20on%20teaching%20practice%20&%20student%20learning%20by%20Vescio,%20Ross%20&%20Adams.pdf
Providing alternative routes to teacher certification is an approach to recruit teachers. A definition of alternative teacher certification is provided, followed by a summary of the research on this strategy, state policy examples and considerations for policymakers.
Woods, J. R. (2016). Mitigating teacher shortages: Alternative teacher certification. Education Commission of the States, 1-7.