https://cws.journals.yorku.ca/index.php/cws/article/download/14795/13847

Men and Women of the Corporation

Trust in Schools: A Core Resource for Improvement:

https://dialnet.unirioja.es/descarga/articulo/4035394.pdf

Professional Capital: Transforming Teaching in Every School

THE ninth annual report of the president and the treasurer of the Carnegie Foundation for the Advancement of Teaching, for the year ending September 30, 1914, shows a total endowment of 2,850,000l., a surplus of 249,000l., an annual income of 149,200l., and an annual expenditure of 143,200l. Of this 9400l. was spent in administration, 9400l. in educational inquiry, and 126,800l. in retiring allowances and pensions. During the year twenty-nine retiring allowances and fifteen widows pensions were granted, the average grant being 329l. 10s., The total number of allowances now in force is 332, the total number of widows' pensions 100, the general average grant being 319l. The total number of allowances granted since the beginning of the foundation is 595, the total expenditure for this purpose being 710,200l.

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The Carnegie Foundation for the Advancement of Teaching

This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report different collaboration quality, we find average collaboration quality is related to student achievement. Teachers and schools that engage in better quality collaboration have better achievement gains in math and reading. Moreover, teachers improve at greater rates when they work in schools with better collaboration quality. These results support policy efforts to improve student achievement by promoting teacher collaboration about instruction in teams.

Teacher Collaboration in Instructional Teams and Student Achievement

Purpose: In light of the difficulty many districts face finding quality principal candidates, this article explores an informal recruitment mechanism of teachers to become principals, which the aut...

/pdf/tapping-the-principal-pipeline-identifying-talent-for-future-5315ozjctr.pdf

Tapping the Principal Pipeline: Identifying Talent for Future School Leadership in the Absence of Formal Succession Management Programs.

The quality of teaching in a school results from a range of factors, including available resources, curriculum, and instructional leadership, but it is also driven by the individuals who teach in each classroom The staffing of teachers in schools, in turn, is a product of both recruitment and retention practices This article describes how the choices of teachers and the actions of schools and districts influence who enters the profession and who stays It then identifies common policy approaches for advancing recruitment and retention goals and summarizes the current research, discussing the effectiveness of these policies The article focuses on teacher labor markets in the United States (for information on teacher labor markets outside of the US, see Ladd (2007) and Vegas (2007))

Economic approaches to teacher recruitment and retention

/pdf/a-human-capital-framework-for-a-stronger-teacher-workforce-5fhue4w0rd.pdf

A Human Capital Framework for a Stronger Teacher Workforce. Advancing Teaching--Improving Learning. White Paper.

/pdf/strategies-for-enhancing-the-impact-of-post-observation-1xhwj5805a.pdf

Strategies for Enhancing the Impact of Post-Observation Feedback for Teachers.

ore than 725,000 of California’s K–12 students qualified for special education services in 2018–19, but they entered a system that is often ill equipped to serve them. This brief summarizes the findings from 13 research publications produced as part of the PACE Policy Research Panel Special Education: Organizing Schools to Serve Students with Disabilities in California. We find opportunities for improvement in early identification; transitions into and out of special education services; educator preparation and development; and availability of mental and physical health services. Comprehensive implementation of the Multi-Tiered System of Supports (MTSS) framework would address the needs of all students, including students with disabilities (SWDs), but will require substantial investments. Policy can better equip schools by establishing expectations on inclusion, developing educator capacity, systematizing data, and fostering interagency collaboration. M Organizing Schools to Serve Students with Disabilities: A Summary of the PACE Policy Research Panel

/pdf/organizing-schools-to-serve-students-with-disabilities-a-16wloazwev.pdf

Jeannie Myung

Papers

Tapping the Principal Pipeline: Identifying Talent for Future School Leadership in the Absence of Formal Succession Management Programs.

Economic approaches to teacher recruitment and retention

A Human Capital Framework for a Stronger Teacher Workforce. Advancing Teaching--Improving Learning. White Paper.

Strategies for Enhancing the Impact of Post-Observation Feedback for Teachers.

Organizing Schools to Serve Students with Disabilities: A Summary of the PACE Policy Research Panel. Version 2.