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Educator preparation, professional development, performance and evaluation
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 study examines the extent and sources of the minority teacher shortage—the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system. Using the National Center for Education Statistics’ Schools and Staffing Survey/Teacher Follow-Up Survey, we found that efforts over recent decades to recruit more minority teachers and place them in disadvantaged schools have been very successful. But these efforts have been undermined by the high turnover rates of minority teachers—largely because of poor working conditions in their schools. The conditions most strongly related to minority teacher turnover were the degree of teachers’ classroom autonomy and input into school decisions—both increasingly important when coupled with accountability pressures.
Much is known about how to attract, develop, and retain a strong and stable teacher workforce, and states across the country are taking action to address their teacher shortages in ways that strengthen their overall teacher workforce. This report highlights research on six evidence-based policies that have been used to address teacher shortages and boost teacher recruitment and retention: service scholarships and loan forgiveness, high-retention pathways into teaching, mentoring and induction for new teachers, developing high-quality school principals, competitive compensation, and recruitment policies to expand the pool of qualified educators.
Without changes in current policies, U.S. teacher shortages are projected to grow in the coming years. Teacher turnover is an important source of these shortages. About 8% of teachers leave the profession each year, two-thirds of them for reasons other than retirement. Another 8% shift to different schools each year. In addition to aggravating teacher shortages, high turnover rates lower student achievement and are costly for schools. This report examines turnover trends and causes. It concludes that policies to stem teacher turnover should target compensation, teacher preparation and support, and teaching conditions.
Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies.