Quality Teachers Overview

This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.

This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes. 

The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom. 

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This paper is the first attempt to test the community amenity hypotheses in a multivariate framework using administrative data on teacher employment patterns.

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

This inquiry analyzes data from National Center for Education Statistics to look at the impact of race experience and age on teacher recruiting and retention.

This paper examines teacher education textbooks for discussion of research-based strategies that every teacher candidate should learn in order to promote student learning and retention.

The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.

The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique.

Environmental features of elementary school classrooms are examined in relation to distraction and privacy. Teachers' adjustments of their activities to make their settings less distracting are also explored. 

Two experiments are reported which test the effect of increased three-term contingency trials on students' correct and incorrect math responses. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.

This book is an analysis of important conceptual and practical issues that face special education professionals.

In this report, we examine the degree to which teacher mobility is problematic in Chicago Public Schools (CPS) and look at the factors associated with high mobility rates, including teachers’ background characteristics, school structure, students’ characteristics, and workplace conditions.

As Secretary of Education from 1993 to 2001, Richard Riley had serious concerns about out-of-field teaching. The practice— which places in core academic classes instructors who have neither certification nor a major in the subject field taught— just didn’t make sense to him.

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

This policy brief focuses on the clinical aspects of teacher preparation in each of these key features. These aspects include the typical processes of clinical work, the location, and the duration of the training.

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

Value-Added Models (VAMs) has been embraced by many states and school districts as part of educational accountability systems. Value-Added Assessment (VAA) Models attempt to estimate effects of individual teachers or schools on student achievement while accounting for differences in student background. This paper provides a summary of the American Statistical Associations analysis of the efficacy of value-added modeling in education.

A report by TNTP finds 99 percent of teachers are rated good or great, confirming related findings that evaluation systems are not meaningfully differentiating teachers or providing useful feedback. TNTP recommends states use student growth as one measure of teacher effectiveness.

This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.

This paper evaluates the impact of a performance-related pay scheme for teachers in England. 

This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.

There is also little or no evidence for the claim that teachers will be more motivated to improve student learning if teachers are evaluated or monetarily rewarded for student test score gains. 

Bad teachers were the problem; good teachers were the solution. It was a simplified binary, but the idea and the research it drew on had spurred policy changes across the country, including a spate of laws establishing new evaluation systems designed to reward top teachers and help weed out low performers. Behind that effort was the Bill and Melinda Gates Foundation, which backed research and advocacy that ultimately shaped these changes.

This article focuses on one method of follow-up: performance feedback

The author uses teachers’ ratings on the North Carolina Educator Evaluation System to determine whether teacher preparation programs (TPPs) are associated with the evaluation ratings of their initially prepared teachers. 

The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT).

In fall 2009, the Bill & Melinda Gates Foundation launched the Measures of Effective Teaching (MET) project to test new approaches to measuring effective teaching. The goal of the MET project is to improve the quality of information about teaching effectiveness available to education professionals within states and districts.

This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.

In this paper, we consider traditions of research on teaching and how conceptions of good teaching evolved as traditions changed.

This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.

Over the objection of the teachers' union, the Board of Education here on Thursday unanimously approved the nation's largest merit pay program, which calls for rewarding teachers based on how well their students perform on standardizes tests. 

By estimating the effect of teacher attributes using a value-added model, the analyses in this paper predict that observable qualifications of teachers resulted in average improved achievement for students in the poorest decile of schools of .03 standard deviations.

This study uses applications-to-transfer data to examine separately which teachers apply for transfer and which get hired and, in so doing, differentiates teachers from school preferences.

The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate.

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

This paper presents the results from a field experiment that examines the effects of nonfinancial performance feedback on the behavior of professionals working for an insurance repair company.

This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.

This brief explains how and why Strategic Data Project (SDP) uses value-added measures for our diagnostic work. We also explain how value-added measures relate to other measures of teacher effectiveness and the limitations of value-added measures.

This report presents case studies of the efforts by three school districts, Hillsborough County Public Schools (HCPS), Memphis City Schools (MCS), and Pittsburgh Public Schools (PPS), to launch, implement, and operate new teacher evaluation systems as part of a larger reform effort called the Partnership Sites to Empower Effective Teaching. 

This book provides evidence-based principles of effective teaching. College students preparing to teach, new teachers struggling to find their way, and experienced teachers eager to hone their skills will benefit from this set of commonsense principles that, when practiced together, will markedly improve student performance.

This paper examines the issue of efficacy of value-added measures in evaluating teachers. This question is important in understanding whether value-added analysis provides unbiased estimates of teachers’ impact on student achievement and whether these teachers improve long-term student outcomes.

This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.

This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes. 

The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom. 

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):

The purpose of this appear is to describe a school-wide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures. 

This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.

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.

This book is a comprehensive description of the principles and procedures for systematic change of socially significant behavior. It includes basic principles, applications, and behavioral research methods.

In this report, the author aim to provide an accessible introduction to these new measures of teaching quality and put them into the broader context of concerns over school quality and achievement gaps.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

The Proficiency Illusion reveals that the tests that states use to measure academic progress under the No Child Left Behind Act are creating a false impression of success, especially in reading and especially in the early grades.

The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework defines four levels of performance--Unsatisfactory, Basic, Proficient, and Distinguished--for each element, providing a valuable tool that all teachers can use.

This article addresses the topics of staff assessment, teacher supervision, and professional development.

This article outlines the challenges to creating productive clinical experiences for prospective teachers, and identifies strategies that have been found successful in confronting these challenges

Popular modes of evaluating teachers are fraught with inaccuracies and inconsistencies, but the field has identified better approaches. Value-added models enable researchers to use statistical methods to measure changes in student scores over time while considering student characteristics and other factors often found to influence achievement.

The authors study the mal-distribution of teachers and examine its causes then describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. 

A growing number of researchers are studying whether value-added measures can do a good job of measuring the contribution of teachers to test score growth. Here I summarize a handful of analyses that shed light on two questions.

Research shows that the most powerful, in-school influence on learning is the quality of instruction that teachers bring to their students. In the next decade, more than 1.5 million new teachers will be hired for our schools; unfortunately, teacher preparation programs may not be up to the task of delivering the teacher workforce we need, and critics have identified lax selection of teacher candidates, coursework disconnected from classroom practice, and weak clinical opportunities as indications that we are inadequately preparing teachers. 

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

This study uses data collected in the intervention classrooms of Head Start REDI (Research- based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children’s social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support.

Principals are in a paradoxical position. On one hand, they're called on to use research-based strategies to improve student achievement. On the other, they're increasingly required to micromanage teachers by observing in classrooms and engaging in intensive evaluation. The authors point out that these two positions are at odds with each other.

This meta-analysis systematically synthesized results from 26 component studies, including dissertations and published articles, which reported at least one correlation between collective teacher efficacy and school achievement.

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. 

Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality.

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

This article describes a school-based randomized trial in over 200 New York City public schools designed to better understand the impact of teacher incentives. 

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well.

This study examined the academic and demographic profile of the pool of prospective teachers and then explored how this profile is affected by teacher testing.

This research synthesis examines how teacher effectiveness is currently measured (i.e., formative vs. summative evaluation).

This guide is a tool designed to assist states and districts in constructing high-quality teacher evaluation systems in an effort to improve teaching and learning.

This paper confirms the predominance of lecture and adds to the existing literature by asking why principles instructors have selected their particular teaching methods.

FIFTY YEARS after the release of "Equality of Educational Opportunity"--widely known as the Coleman Report--much of what James Coleman and his colleagues reported holds up well to scrutiny. It is, in fact, remarkable to read through the 700-plus pages and see how little has changed about what the empirical evidence says matters. The report's conclusions about the importance of teacher quality, in particular, have stood the test of time, which is noteworthy, given that today's studies of the impacts of teachers use more-sophisticated statistical methods and employ far better data.

This paper report on work estimating the stability of value-added estimates of teacher effects, an important area of investigation given that new workforce policies implicitly assume that effectiveness is a stable attribute within teachers.

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

This paper provides the first empirical examination of National Council on Teacher Quality (NCTQ) ratings,  beginning with a descriptive overview of the ratings and documentation of how they evolved from 2013-2016, both in aggregate and for programs with different characteristics.

In this paper we examine the mobility of early-career teachers of varying quality, measured using value-added estimates of teacher performance.

In this study, we present a comprehensive, descriptive analysis of the inequitable distribution of both input and output measures of teacher quality across various indicators of student disadvantage across all school districts in Washington State.

This study presents a comprehensive, descriptive analysis of the inequitable distribution of both input and output measures of teacher quality across various indicators of student disadvantage across all school districts in Washington State. 

This paper provide some recommendations to increase the pool of potential teachers, make it tougher to award tenure to those who perform least well, and reward effective teachers who are willing to work in schools serving large numbers of low-income, disadvantaged children. 

This paper describe a few promising assessment technologies tat allow us to capture more direct, repeated, and contextually based measures of student learning, and propose an improvement-oriented approach to teaching and learning. 

Is dismissing poorly performing teachers truly feasible in America today? After all the political capital (and real capital) spent on reforming teacher evaluation, can districts actually terminate ineffective teachers who have tenure or have achieved veteran status?

This study investigate the association between principal effectiveness and principal turnover using longitudinal data from Tennessee, a state that has invested in multiple measures of principal performance through its educator evaluation system.

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

The major objective of this data analysis was to estimate the relationship between variables which can be controlled by public policy and educational output. 

This discussion provides a quantitative statement of one approach to achieving the governors’ (and the nation’s) goals – teacher deselection.

This chapter of Handbook of The Economics of Education reviews research on teacher labor markets, the importance of teacher quality in the determination of student achievement, and the extent to which specific observable characteristics often related to hiring decisions and salary explain the variation in the quality of instruction.

The precise method of attributing differences in classroom achievement to teachers is the
subject of considerable discussion and analysis.

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.

The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

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.

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.

Offering a concise introduction into the ‘Visible Learning Story’, the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes.

This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001.

This book reveal the anatomy of ideas that stick and explain ways to make ideas stickier, such as applying the human scale principle, using the Velcro Theory of Memory, and creating curiosity gaps. Along the way, we discover that sticky messages of all kinds draw their power from the same six traits.

This paper examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers’ use of descriptive praise and whether increased use of descriptive praise was associated with changes in classroom-wide measures of child engagement and challenging behavior. 

This article discusses the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. 

This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.

This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987–88 to 2011–12.

This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers.

This report summarizes the results of an exploratory research project that investigated what trends and changes have, or have not, occurred in the teaching force over the past three decades.

This study seeks to empirically ground the debate over mathematics/science teacher shortages, and evaluate the extent to which there is, or is not, a sufficient supply of teachers in these fields.

Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered?

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

The 1988 NAEP surveyed American students' knowledge of reading, writing, civics, U.S. history, and geography.

The Literature Review considers research that provides insight into problems of teacher shortage and turnover, offers a comprehensive explanation for why some able teachers leave the classroom prematurely, and suggests current strategies for increasing retention rates.

the authors build on this body of work by further examining how working conditions predict both teachers‘ job satisfaction and their career plans.

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

This study investigated the effects of training preschool teachers to use environmental arrangement and milieu teaching in interactions with children using augmented communication systems. Three teachers were taught seven environmental strategies and four milieu teaching procedures through written materials, lecture, modeling, role-playing, and feedback.

This study used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores. Having estimated teacher effects during a pre-experimental period, the authors used these estimates to predict student achievement following random assignment of teachers to classrooms.

This report presents an in-depth discussion of the analytical methods and findings from the Measures of Effective Teaching (MET) project’s analysis of classroom observations.1 A nontechnical companion report describes implications for policymakers and practitioners.

The authors use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. This study also evaluates turnover among teachers with different certification status and the impact on student achievement of hiring teachers with predictably high turnover

This paper combines information from classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. The results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers.

This policy brief summarizes the available evidence on the policy relevant factors that affect teacher turnover.

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work.

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.

This study present some of first evidence on the implementation and subsequent effect of discretionary layoff policies, by studying the 18th largest public school district in the nation, Charlotte-Mecklenburg Schools (CMS).

This study present some of first evidence on the implementation and subsequent effect of discretionary layoff policies, by studying the 18th largest public school district in the nation, Charlotte-Mecklenburg Schools (CMS).

This study is among the first to address the empirical limitations of prior studies on organizational contexts by leveraging one of the largest survey administration efforts ever conducted in the United States outside of the decennial population census.

This quantitative study examines the relationship between teachers’ perceptions of their working conditions and their intended and actual departures from schools.

This paper challenge the “more is better” assumption and propose that frequent feedback can overwhelm an individual’s cognitive resource capacity, thus reducing task effort and producing an inverted-U relationship with learning and performance over time. 

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a school wide primary intervention program

The purpose of this study was to examine the validity of teacher evaluation scores that are derived from an observation tool, adapted from Danielson's Framework for Teaching, designed to assess 22 teaching components from four teaching domains.

The Teacher Education Committee at Northwestern Oklahoma State University approved the development of a competency-based teacher education program. A subcommittee identified and wrote professional education competencies which students should master prior to program completion.

This article provides a summary of measuring the fiscal impact of practices in education
educational policy.

This report is based on efforts by the National Center for Education Statistics to collect data on teacher preparation and qualifications using a nationally representative survey of full-time public school teachers whose main teaching assignment is in English/language arts, social studies/social sciences, foreign language, mathematics, or science (or who teach a self-contained classroom).

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders.

Using California teacher survey data linked to district data on salaries and staffing patterns, this study examines a range of school conditions as well as demographic factors and finds that high levels of school turnover are strongly affected by poor working conditions and low salaries, as well as by student characteristics. 

The authors use longitudinal data from one large school district to investigate the distribution of principals across schools. They find that schools serving many low-income, non-White, and low-achieving students have principals who have less experience and less education and who attended less selective colleges. This distribution of principals is partially driven by the initial match of first-time principals to schools, and it is exacerbated by systematic attrition and transfer away from these schools.

This research summary focuses on aspects of the study’s results that are likely to be most useful for policymakers and school leaders as they strive to maintain and manage an effective teacher workforce.

Characterizes classroom instruction (CRI) from a behavior analytic perspective. It is argued that effective teaching strategies also serve managerial functions through the development of stimulus control and the management of behavioral choice. 

Over one year, the author asked more than 3,000 educators their opinions about these two basic purposes by presenting them with a scale that has five values. 

The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. 

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

This is a study of classroom management on student engagement and achievement.

This research examines the relationship between noise and preschool children's acquisition of prereading skills, environmental factors in preschool inclusive classrooms, and children's use of outdoorplay equipment.

This study provides a description of 34 practicing teachers' beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice.

This study examines implementation of alternative student growth measures in a sample of eight school districts that were early adopters of the measures. It builds on an earlier Region­ al Educational Laboratory Mid-Atlantic report that described the two types of alterna­tive student growth measures—alternative assessment–based value-added models and student learning objectives—in the early-adopting districts.

In December 2016, Bellwether Education Partners and The Thomas B. Fordham Institute independently released two reports centered on teacher evaluation and its consequences. Both reports offer a glimpse into ongoing challenges and opportunities with teacher evaluation reform, but they have very different analyses. 

this chapter is based on the following premise: that variables operative in the classroom environment, such as the specific behaviors of the teacher and the manner in which the classroom is arranged (e.g., seating arrangement, noise level), influence student behavior and student learning

This report offers recommendations for the implementation of standards-based reform and outlines possible consequences for policy changes. It summarizes both the vision and intentions of standards-based reform and the arguments of its critics.

This article provides an analysis of factors influencing the supply of and demand for special education teachers

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

This study examined the effect of a visual performance feedback intervention (i.e., a simple, computer-generated line graph) on teachers' rate of praise for students' academic and behavioral performance and subsequent changes in students' rates of problem behavior.

This short guide, based on what we have learned from two decades of work on this issue, provides a few ideas on what could be included in a good plan. Our recommendations are grouped into three categories: Analyze, Build, and Create.

This paper summarizes validity evidence pertaining to several different implementations of the Framework. It is based primarily on reviewing the published and unpublished studies that have looked at the relationship between teacher evaluation ratings made using systems based on the Framework and value-added measures of teacher effectiveness.

In examining recruitment and retention of teachers in rural areas, David Monk begins by noting the numerous possible characteristics of rural communities—small size, sparse settlement, distance from population concentrations, and an economic reliance on agricultural industries that are increasingly using seasonal and immigrant workers to minimize labor costs.

This study evaluated the effects of performance feedback on the implementation of a classroom intervention.

The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers’ use of incidental teaching. D

Using data on charter and public school districts in Texas, the authors test the hypothesis that the labor practices in charter schools, in particular, their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. 

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.

This book examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. 

This report presents the results of the 2000-01 Status of the American Public School Teacher survey. This survey has been conducted every 5 years since 1956

This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.

Prior research on teacher turnover focused mostly on whether or not and who leaves. This research builds on and extends prior studies by investigating not only whether and who but also when a teacher leaves. The phenomenon of this study emphasizes the dynamic nature of teacher exit.

This study follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-15 and were subsequently hired in CPS in 2015-16. 

This research use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement.

The authors use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains.

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.

US President Obama has launched one of the world’s most ambitious education reform agendas. Under the heading “Race to the Top”, this agenda encourages US states to adopt internationally benchmarked standards and assessments that prepare students for success in college and the workplace: recruit, develop, reward, and retain effective teachers and principals. 

One explanation: The working conditions are better in private schools, so instructors are willing to take a salary cut.

Under the 1998 reauthorization of Title II of the Higher Education Act, the secretary of education is required to issue annual reports to Congress on the state of teacher quality nationwide. "Meeting the Highly Qualified Teachers Challenge" is the inaugural report on this important issue.

Applying consistent data practices and analytical techniques to administrative data sets from 16 urban districts, the authors document substantial cross-district variation in teacher retention rates. They also explore the influence of temporary leaves of absence and cross-district, within-state movement on retention estimates.

This policy report provides a look at the decline in the enrollment of American teacher preparation programs, along with potential consequences for schools and the student they serve. 

As states and districts consider potential changes to their teacher evaluation systems and policies, this paper seeks to inform those efforts by reviewing the evolution of the teacher evaluation policy movement over the last several years, identifying positive outcomes of new systems and negative consequences, and describing risks that should be considered. 

This report provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.

This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals.

In this provocative and persuasive new book, the author asserts that the secret to high performance and satisfaction-at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

The purpose of this paper is to summarize what we know about the current state of rural teacher labor markets by contrasting them with the same data from urban, suburban, and large and small town settings.

This paper provides a review of the current teacher compensation system and examines the structure of teacher compensation in the U.S. K-12 public education system.

This report reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence a teacher’s decision to enter, remain in, or leave the teaching profession, generally, and high-need schools, specifically.

This article is the first to explore the extent to which teachers’ instructional alignment is associated with their contributions to student learning and their effectiveness on new composite evaluation measures using data from the Bill & Melinda Gates Foundation’s Measures of Effective Teaching study.

This study examined the influence of three year-long cohorts of elementary school teachers' participating in a learner-centered mathematics professional development program.

This report examines the career paths of beginning public school teachers and how these career paths vary by characteristics during the teachers' first year of teaching and most recent year of teaching. 

Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. 

Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence.

This research use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover.

The authors report on descriptive evidence of growing differences in the characteristics of alternatively and traditionally certified teachers and the schools in which they teach.

This book focuses on helping K-12 teachers increase their use of classroom management strategies that work.  The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change.

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. 

We examine whether working conditions in different types of charter schools lead to different levels of teacher turnover. 

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology.

In order to provide accurate estimates of how much teachers affect the achievement of their students, this study used panel data covering over a decade of elementary student test scores and teacher assignment in two contiguous New Jersey school districts.

The objective in this review was to summarize and critique empirical research on the impact of beginning teacher induction on teacher retention and teacher quality (particularly studies in which teacher effectiveness was evaluated by using student achievement measures).

Increasingly, states and teacher education programs are establishing minimum requirements for cooperating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effectively mentor preservice teachers (PSTs), CTs must themselves be instructional effective. The authors test this assumption using statewide administrative data on nearly 2,900 PSTs mentored by over 3,200 CTs.

This study used a version of value added modeling to evaluate the impact of teacher turnover has on student achievement.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

The author develop falsification tests for three widely used VAM specifications, based on the idea that future teachers cannot influence students' past achievement. 

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

This study examined the relative magnitude of teacher effects on student achievement while simultaneously considering the in¯uences of intraclassroom heterogeneity, student achievement level, and class size on academic growth.

This paper proposes a conceptual framework to analyze teacher evaluation. It elaborates on the main components of a comprehensive teacher evaluation model and explains the main aspects to be taken into account for designing a teacher evaluation model.

Teacher evaluations matter a lot—both to teachers and to those holding them accountable. But how can schools measure the performance of all teachers fairly? And what should they do with the results?

Teacher evaluation can be a very sensitive topic for teachers and program administrators alike. Evaluations need to be fair and relevant to both teachers and programs.

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

This paper evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. 

The purpose of this article was to describe the developmental effects of one elementary physical education teacher's proactive teaching of prosocial behavior. An ABA (B) design coupled with a control group comparison across six matched urban physical education classes was used to assess the teaching strategy.

This book is organized around four dominant interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. 

This article describe teachers coaching teaching including the purpose, process, who should coach, and the effects of the coaching. 

This paper reviews evidence from six recent studies, which collectively suggest that teachers who leave high-poverty schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and their students to learn. They include school leadership, collegial relationships, and elements of school culture.

The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.

In this grounded theory study, 19 teachers were interviewed and then, in constant comparative fashion, the interview data were analyzed. The theoretical model that emerged from the data describes novice teachers' tendencies to select and implement differing strategies related to the severity of student behavior. 

This paper pointed out three prominent points of impact in addressing the poor performance of America’s fourth-graders on national examinations of reading proficiency. 

The current study extracted and aggregated data from single-case studies that used Performance feedback (PF) in school settings to increase teachers' use of classroom-based interventions.

This study asks how schools respond to spells of high teacher turnover, and assesses organizational and human capital losses in terms of the changing composition of the teacher pool. 

This paper presents the results of a rigorous experiment examining the impact of pay for performance on student achievement and instructional practice.

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

Bill & Melinda Gates Foundation launched the Intensive Partnerships for Effective Teaching initiative. The initiative's goal is dramatic gains in student achievement, graduation rates, and college-going, especially for LIM students. 

Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue.

The purpose of this special issue is to address current issues, challenges, and promising approaches for providing Tier 2 behavioral interventions in school settings. Articles solicited for this issue address gaps in the literature and implementation needs and challenges specifically for Tier 2.

This book examines issues pertaining to making effective hiring decisions. The authors present a research-based interview protocol built on quality indicators.

This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts.

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.

This study has 2 purposes: examine the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD.

The purpose of this study was to determine the extent to which a grow your own (GYO) program equitably increased special education teacher capacity in one Southern state's rural and non-rural school districts.

This study explored the effects of visual performance feedback (VPF) delivered in real-time using screen sharing technology on a discrete teacher practice (i.e., positive feedback) for four general education teachers in a middle school using a multiple baseline across teachers design.

The purpose of this study was to develop a model that may be used to estimate the financial costs of teacher turnover in urban school districts. 

This paper is part of a bigger research project and focuses on issues related to soft skills and teaching professional training. The purpose of this paper is to explore the extent of soft skills that has been integrated in teaching professional training from the novice teachers’ perspectives.

This paper offers evidence that evaluation can shift the teacher effectiveness distribution through a different mechanism: by improving teacher skill, effort, or both in ways that persist long-run.

In the research reported here, the authors study one approach to teacher evaluation: practice-based assessment that relies on multiple, highly structured classroom observations conducted by experienced peer teachers and administrators. 

We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students.

This report proposes six design standards that any rigorous and fair teacher evaluation system should meet. It offers a blueprint for better evaluations that can help every teacher succeed in the classroom—and give every student the best chance at success. 

The authors examine the causes and consequences of the status of teacher evaluation and its implications for the current national debate about performance pay for teachers. The report also examines a number of national, state, and local evaluation systems that offer potential alternatives to current practice.

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

Keeping RTI on Track is a resource to assist educators overcome the biggest problems associated with false starts or implementation failure. Each chapter in this book calls attention to a common error, describing how to avoid the pitfalls that lead to false starts, how to determine when you're in one, and how to get back on the right track.

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading.

This article is a critical review of the literature on special education teacher attrition and retention. The research focused on journal articles from 2004 to present.

This literature review examines the impact of various instructional methods

Drawing on literature since 1997, this review explores the effects of teacher induction on beginning teachers' conceptions and practice of teaching, and it identifies three approaches to understanding such effects, as found in the literature. 

This report examines the pervasive and longstanding failure to recognize and respond to variations in the effectiveness of teachers. 

Studies of the effectiveness of Direct Instruction programs with special education students 
were examined in a meta-analysis comparison. To be included, the outcomes had to be 
compared with outcomes for some other treatment to which students were assigned prior to 
any interventions. Not one of 25 studies showed results favoring the comparison groups. 
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of 
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area. 

A preliminary survey of 32 school districts identified as having highly developed teacher evaluation systems was followed by the selection of 4 case study districts.

This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.

The purpose of this essay is to describe quality teacher induction that has evolved from “fourth-wave” (1997–2006) teacher induction program development and research. A definition of quality induction is proposed, and a set of induction goals and components are outlined.

Four groups of preservice teachers participating in student teaching seminars were randomly assigned to one of three conditions to test the effectiveness of brief training in time-management techniques. 

This book describes the research undertaken during the Teaching Competence Project, a two-year research project funded by the Gatsby Charitable Foundation. There were five interlinked studies in the research.

This research addresses the problem of teacher shortages in urban, high-needs schools.

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.

The purpose of this study is to examine research to answer the question, What is the impact of teacher professional development on student achievement.

This policy brief surveys historical and contemporary trends in teacher preparation, and explores what is known about the quality of five of the most prominent independent teacher education programs in the U.S., including their impact on teacher quality and student learning. The author's analysis demonstrates that claims regarding the success of such programs are not substantiated by peer-reviewed research and program evaluations.

The Center for Public Education provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools.

CRRE is a research center who’s major goal is to improve the quality of education through high-quality research and evaluation studies and the dissemination of evidence-based research.

The Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students.