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Educator preparation, professional development, performance and evaluation
Despite empirical evidence suggesting the important influence school leaders have on learning conditions and student outcomes in schools, relatively little is understood about the professional pathways they take into their roles. In this descriptive paper, we document the professional experiences, personal characteristics and instructional effectiveness of Oregon's principals and assistant principals between 2006 and 2019. We highlight the diversity of roles educators assume prior to entering school leadership. We find that school leaders who have prior teaching experience in tested grades and subjects do not raise student achievement at substantively or statistically meaningful higher rates than their peers. We document that female principals and assistant principals have become more representative of the teaching workforce, but that there have been almost no changes in the racial/ethnic composition of school leaders in Oregon. Finally, we observe minimal differences in female and non-White assistant principals' time-to-entry into the principalship. Our findings provide insights on potential points of intervention during the educator career trajectory to attract and develop more effective and demographically representative school leaders.
Despite calls for more evaluative research in teacher education, formal assessments of the effectiveness of novel teacher education practices remain rare. One reason is that we lack designs and measurement approaches that appropriately meet the challenges of causal inference in the field. In this article, we seek to fill this gap. We first outline the difficulties of doing evaluative work in teacher education. We then describe a set of replicable practices for developing measures of key teaching outcomes, and propose evaluative research designs that can be adapted to suit the needs of the field. Finally, we identify community-wide initiatives that are necessary to advance useful evaluative research.
Narrative accounts of classroom instruction suggest that external interruptions, such as intercom announcements and visits from staff, are a regular occurrence in U.S. public schools. We study the frequency, nature, and duration of external interruptions in the Providence Public School District (PPSD) using original data from a district-wide survey and classroom observations. We estimate that a typical classroom in PPSD is interrupted over 2,000 times per year, and that these interruptions and the disruptions they cause result in the loss of between 10 to 20 days of instructional time. Administrators appear to systematically underestimate the frequency and negative consequences of these interruptions. We propose several organizational approaches schools might adopt to reduce external interruptions to classroom instruction.
Teaching is often assumed to be a relatively stressful occupation and occupational stress among teachers has been linked to poor mental health, attrition from the profession, and decreased effectiveness in the classroom. Despite widespread concern about teachers’ mental health, however, little empirical evidence exists on long-run trends in teachers’ mental health or the prevalence of mental health problems in teaching relative to other professions. We address this gap in the literature using nationally representative data from the 1979 and 1997 cohorts of the National Longitudinal Survey of Youth (NLSY). In the 1979 cohort, women who become teachers have similar mental health to non-teachers prior to teaching but enjoy better mental health than their non-teaching peers, on average, while working as teachers. However, in the 1997 cohort teachers self-report worse mental health, on average, than the 1979 cohort and fare no better than their non-teaching professional peers while teaching. Overall, teachers seem to enjoy mental health outcomes that are as good or better than their peers in other professions.
We study racial bias and the persistence of first impressions in the context of education. Teachers who begin their careers in classrooms with large black-white score gaps carry negative views into evaluations of future cohorts of black students. Our evidence is based on novel data on blind evaluations and non-blind public school teacher assessments of fourth and fifth graders in North Carolina. Negative first impressions lead teachers to be significantly less likely to over-rate but not more likely to under-rate black students’ math and reading skills relative to their white classmates. Teachers' perceptions are sensitive to the lowest-performing black students in early classrooms, but non-responsive to highest-performing ones. This is consistent with the operation of confirmatory biases. Since teacher expectations can shape grading patterns and sorting into academic tracks as well as students’ own beliefs and behaviors, these findings suggest that novice teacher initial experiences may contribute to the persistence of racial gaps in educational achievement and attainment.
While teacher evaluation policies have been central to efforts to enhance teaching quality over the past decade, little is known about how teachers change their instructional practices in response to such policies. To address this question, this paper drew on classroom observation and survey data to examine how early career teachers’ (ECTs’) perceptions of pressure associated with teacher evaluation policies seemed to affect their enactment of ambitious mathematics instruction. As part of our analysis, we also considered the role that mathematical knowledge for teaching (MKT) and school norms regarding teaching mathematics shape the potential influence of teacher evaluation policies on ECTs’ instructional practices. Understanding how the confluence of these factors is associated with teachers’ instruction provides important insights into how to improve teaching quality, which is one of the most important inputs for student learning.
Principals shape the academic setting of schools. Yet, there is limited evidence on whether principal professional development improves schooling outcomes. In 2008-09, Pennsylvania’s Inspired Leadership (PIL) induction program required that newly hired principals complete targeted in-service professional development tied to newly established state leadership standards within five years of employment. Using panel data on all Pennsylvania students, teachers, and principals, we employ difference-in-differences and event study strategies to estimate the impact of PIL induction on teacher and student outcomes. We find that PIL induction improved teacher effectiveness (in math) and student math achievement, and that the effects of PIL induction on teacher effectiveness were concentrated among the most economically and academically disadvantaged schools in Pennsylvania. Principal professional development had the greatest impact on teacher effectiveness when principals completed PIL induction during their first two years in the principalship. We also find evidence that teacher turnover declined in the years following the completion of PIL induction. We discuss the implications of our findings for principal induction efforts.
Using rich longitudinal data from one of the largest teacher education programs in Texas, we examine the measurement of pre-service teacher (PST) quality and its relationship with entry into the K–12 public school teacher workforce. Drawing on rubric-based observations of PSTs during clinical teaching, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. We also find that men and PSTs of color receive systematically lower scores. Finally, higher-scoring PSTs are slightly more likely to enter the teacher workforce and substantially more likely to be hired at the same school as their clinical teaching placement.
Newly emerging teacher residency programs offer an innovative approach to recruiting and retaining high-quality teachers for hard-to-staff schools. This report summarizes the features of these programs and research about their practices and outcomes. These programs create a vehicle to recruit teachers for high-needs fields and locations; offer recruits strong content and clinical preparation specifically for the kinds of schools in which they will teach; connect new teachers to early career mentoring that will keep them in the profession; and provide financial incentives that will keep teachers in the districts that have invested in them.
This report reviews findings from 35 major studies that speak to the question of principal turnover. Within these studies, researchers have examined principal turnover nationally and within states and districts, primarily investigating the relationships between principal turnover and various characteristics of principals, schools, students, and policies. While there is some consistency across studies, there is a good deal of variation in research questions, methods, and measurement of turnover. Further, few studies consider all the possible pathways out of the principalship, and few isolate the ways in which specific conditions or features of the principalship impact principals’ decisions to leave or districts’ decisions to retain principals. Despite these limitations, we found that, when examined together, these studies provided important information to help policymakers, education leaders, and other stakeholders understand and address principal turnover.