Education Drivers

Teacher Outreach

Ensuring that qualified teachers are available to fill the nation’s classrooms begins with attracting a sufficient number of qualified candidates and matching aspiring teachers to enrollment needs. Until recently, aligning staffing to fluctuating enrollment has been complicated by a steady growth in population and the need to fill teaching vacancies produced by high turnover. This landscape is shifting as student enrollment declines and a sufficient supply of teachers is difficult to predict for the foreseeable future. With enough teachers, the spotlight can move from quantity to quality of candidates. Currently, the competence of teacher candidates in the United States compares poorly with that of candidates internationally. Nationally, lower entrance criteria and more lenient grading for pre-service students in teaching allow less capable students to graduate than is the case in other professions. Fortunately, this picture is changing as federal and state policies raise standards and increase academic abilities of new teachers. To maintain progress in attracting qualified candidates, working conditions and compensation should be improved to alter the perception that teaching is undervalued and to reverse past trends in which less-qualified people chose careers in teaching

Publications

TITLE
SYNOPSIS
CITATION
Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective Retrieved from ../../uploads/docs/2013WingSummitSF.pdf.

 

Data Mining

TITLE
SYNOPSIS
CITATION
Are Schools Adequately Attracting and Retaining Teaching Staff?
This analysis looks at retention and experience data for teachers in the United States.
Keyworth, R. (2010). Are Schools Adequately Attracting and Retaining Teaching Staff? Retrieved from are-schools-adequately-attracting927.
Which credential process produces better teachers: traditional or alternative?
This analysis examines research comparing the impact on student achievement for traditional routes to receiving a teaching credential to alternative credential paths.
States, J. (2011). Which credential process produces better teachers: traditional or alternative? Retrieved from which-credential-process-produces.

 

Presentations

TITLE
SYNOPSIS
CITATION
Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective [Powerpoint Slides]. Retrieved from 2013-wing-presentation-suzanne-fitch.
Teacher Professional Development
This paper reviewed the current research on best practices for teacher training, the current model for teacher training, and the gaps between research and practice.
Keyworth, R. (2013). Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-wing-presentation-redux-randy-keyworth.
From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation
This paper discusses the results of the National Council on Teacher Quality’s first nation-wide study of 2,420 university teacher preparation programs across 1,130 institutions.
McKee, A. (2014). From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation [Powerpoint Slides]. Retrieved from 2014-wing-presentation-arthur-mckee.
What We Know About Teacher Preparation Programs
This paper examines effective teaching, how to impart these skills, and how to best transition teachers into the classroom. Preparation practices are analyzed to determine how well we are succeeding in preparing teachers.
States, J. (2010). What We Know About Teacher Preparation Programs [Powerpoint Slides]. Retrieved from 2010-aba-presentation-jack-states.
TITLE
SYNOPSIS
CITATION
Explicit Instruction: Effective and Efficient Teaching

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.

Archer, A., & Hughes, C. A. (2011). Explicit instruction: Efficient and effective teaching. New York, NY: Guilford Publications.

Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand.

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.

Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences112, 1010-1013.

 

Closing the Talent Gap: Attracting and retaining the top-third graduates to careers in teaching

What would it take to systematically attract—and retain—top students to a teaching career in the United States?

Auguste, B. G., Kihn, P., & Miller, M. (2010). Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching: An international and market research-based perspective. McKinsey.

Proceed With Caution: Using Web-Based Resources for Instructing Students With and at Risk for EBD.

This article examines issues relating to the use of websites popular with educators. This article offers guidelines for maximizing the usefulness of such sites and for avoiding many of the pitfall educators may face.

Beahm, L. A., Cook, B. G., & Cook, L. (2019). Proceed With Caution: Using Web-Based Resources for Instructing Students With and at Risk for EBD. Beyond Behavior28(1), 13-20.

The half-full glass: A review of research on teaching.

This paper is a research review which explores factors that can be controlled or influenced by teachers and that are known to affect student behavior, attitudes, and achievement. Pre-instructional factors include decisions about content, time allocation, pacing, grouping, and activity structures. 

Berliner, D. C. (1984). The half-full glass: A review of research on teaching.

Learner-centered teacher-student relationships are effective: A meta-analysis.

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.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research77(1), 113-143.

Handbook of classroom management: Research, practice, and contemporary issues

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. 

Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management: Research, practice, and contemporary issues. New York, NY: Routledge.

 

Effects of Systematic Formative Evaluation: A Meta-Analysis

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

Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation: A Meta-Analysis. Exceptional Children, 53(3), 199-208.

Is this just a bad class? Assessing the stability of measured teacher performance

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.

Goldhaber, D. D., & Hansen, M. (2008). Is it Just a Bad Class?: Assessing the Stability of Measured Teacher Performance. Seattle, WA: Center on Reinventing Public Education.

Visible learning

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

Hattie, J. (2009). Visible learning. A synthesis of over, 800.

Visible Learning for Teachers: Maximizing Impact on Learning

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Teacher turnover and teacher shortages: An organizational analysis

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

Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

Life in Classrooms.

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

Jackson, P. W. (1990). Life in classrooms. Teachers College Press.

High-Impact Instruction: A Framework for Great Teaching.

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

Knight, J. (2013). High-impact Instruction: A Framework for Great Teaching. Corwin Press.

Classroom management that works: Research-based strategies for every teacher

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.

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

 

Classroom Instruction That Works: Research Based Strategies For Increasing Student Achievement

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

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd

Teachers matter: Understanding teachers’ impact on student achievement,

Research using student scores on standardized tests confirms the common perception that some teachers are more effective than others. It also reveals that being taught by an effective teacher has important consequences for student achievement. The best way to assess a teacher's effectiveness is to look at his or her on-the-job performance.

RAND Education. (2012).Teachers matter: Understanding teachers’ impact on student achievement, Santa Monica, Calif.: Author. Retrieved from https://www.rand.org/pubs/corporate_pubs/CP693z1-2012-09.html

Cumulative and residual effects of teachers on future student academic 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.

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement.

A coming crisis in teaching? Teacher supply, demand, and shortages in the US

Recent media reports of teacher shortages across the country are confirmed by the analysis of several national datasets reported in this brief. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower wages and poorer working conditions. Shortages are projected to grow based on declines in teacher education enrollments, coupled with student enrollment growth, efforts to reduce pupil-teacher ratios, and ongoing high attrition rates.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Washington, DC: Learning Policy Institute. Available at: https://learningpolicyinstitute. org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT. pdf.

Building special education teacher capacity in rural schools: Impact of a Grow Your Own program

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.

Sutton, J. P., Bausmith, S. C., O'connor, D. M., Pae, H. A., & Payne, J. R. (2014). Building special education teacher capacity in rural schools: Impact of a grow your own program. Rural Special Education Quarterly33(4), 14-23.

Productive teaching

This literature review examines the impact of various instructional methods

Walberg H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.) New directions for teaching, practice, and research (pp. 75-104). Berkeley, CA: McCutchen Publishing.

Within Our Grasp Achieving Higher Admissions Standards in Teacher Prep

Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level

Walsh, K., Joseph, N., and Lewis, A. (2016). Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Council on Teacher Quality.

How schools matter: The link between teacher classroom practices and student academic performance
Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.

 

Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12).

The Cost-Effectiveness of Five Policies for Improving Student Achievement

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

Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436.

The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students

This paper analyzes the research base on recruiting, preparing, and retaining good teachers being implemented in U.S. teacher education.

Zeichner, K. M. (2003). The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students. Teachers college record, 105(3), 490-519.

2011 State Teacher Policy Yearbook National Summary
This paper is an analysis of 50 state’s performance toward 36 teacher policy goals aimed at helping states build a comprehensive policy framework in support of teacher effectiveness.
Coggshall, J. G. (2012). Toward the Effective Teaching of New College-and Career-Ready Standards: Making Professional Learning Systemic. Research-to-Practice Brief. National Comprehensive Center for Teacher Quality.
Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers
This is taken from the testimony of Richard Ingersoll in front the Pennsylvania legislature on the issues of school turnover.
Ingersoll, R. M. (2013). Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers. Retrieved October 3, 2014
2011 State Teacher Policy Yearbook: National Summary
This is a national analysis of each state’s performance against and progress toward a set of 36 specific, research-based teacher policy goals aimed at helping states build a comprehensive policy of teacher effectiveness.
Jacobs, S., Brody, S., Doherty, K, and Michele, K. (2011). 2011 State Teacher Policy Yearbook: National Summary. National Council on Teacher Quality.
The MetLife Survey of the American Teacher: Challenges for School Leadership (2012)
The MetLife Survey of the American Teacher has been completed annually since 1984. This report examines the views of teachers and principals on the responsibilities and challenges facing schools.
Markow, D., Marcia, L., and Lee, H. (2012). The MetLife Survey of the American Teacher: Challenges for School Leadership. Metlife Incorporated. Retrieved August 19, 2014
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
Research Synthesis: Does evidence suggest that some teachers are significantly more effective than others at improving student achievement?
This report looks at the evidence behind the proposition that some teachers are more effective than other teachers.
Prince, C., Koppich, et al., (2007). Research Synthesis: Does evidence suggest that some teachers are significantly more effective than others at improving student achievement? Center for Education Compensation
Teaching and Learning International Survey
In 2013, the Organisation for Economic Co-operation and Defelopment (OECD) published the results of their second international, large-scale survey of the teaching workforce, the conditions of teaching, and the learning environments of schools in participating countries, titled, Teaching and Learning International Survey.
Rutkowski,D., Rutkowski,L., Bélanger,J., Knoll,S., Weatherby,K., and Prusinski, E. (2013). Teaching and Learning International Survey TALIS 2013, Conceptual Framework
Paying for high-and low-quality teaching
This study argues that creating teaching standards and performance rubric that measures teachers' performance against those standard improve the quality of teachers by employing a multivariate, multilevel statistical model to make attributions about the effects teachers have on student performance.
Schacter, J., & Thum, Y. M. (2004). Paying for high-and low-quality teaching. Economics of Education Review, 23(4), 411-430.
Creating Effective Teaching and Learning Environments First Results from the TALIS Teaching And Learning International Survey
The Teaching and Learning International Survey (TALIS) is an international study of teachers, teaching, and learning environments.
Teaching, C. E., & Environments, L. (2009). First results from TALIS. Teaching and Learning International Survey.-Paris: OECD Publications.
TITLE
SYNOPSIS
Calder: Longitudinal Data in Education Research
CALDER is a National Research and Development Center that utilizes longitudinal state and district data on student and teachers to examine the effects of real policies and practices on the learning gains of students over time.
Center on Great Teachers and Leaders
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.
Council of the Great City Schools

The Council’s mission is to promote the cause of urban schools and to advocate for inner-city students through legislation, research and media relations.

K-12 Education: Gates Foundation
K-12 Education works to make sure tools, curriculum, and supports are designed using teacher insights.
National Commission on Teaching & America's Future (NCTAF)
NCTAF is a bipartisan endeavor to engage experienced policymakers and practitioners in researching the entrenched national challenge of recruiting, developing, and retaining teachers.
National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

New No Child Left Behind Flexibility: Highly Qualified Teachers
This is a fact sheet on policies giving teachers greater flexibility in demonstrating that they are highly qualified.
New Teacher Center
The New Teacher Center provides research, policy analyses, training and support for improving new teacher support and induction.
Schools and Staffing Survey (SASS)
The SASS is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education and policymakers a variety of statistics on the condition of education in the United States.
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