A formal induction and mentoring program is critical for supporting and developing novice teachers as they enter the K-12 classroom because it has been found to improve teacher retention rates, teaching practice, and student outcomes. Districts across the Commonwealth of Massachusetts offer induction and mentoring programming to their novice…

Widespread critical shortages of high-quality teachers in the United States (Sutcher, Darling-Hammond, Carver-Thomas, 2016) has prompted considerable research on staffing trends within the teaching profession. Research suggests both an increase in the demand for teachers and a "chronic and relatively high annual turnover compared with many…

Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face…

State and district leaders can use the GTL Center's Snapshot on Mentoring and Induction to make informed policy decisions that take into account the evidence base for mentoring and induction strategies to improve supports for and equitable access to great teachers and leaders. The snapshot describes mentoring and induction strategies, how states…

The REL Northeast & Islands studied rates of out-of-field teaching among beginning teachers who completed a teacher preparation program in Rhode Island. This brief is intended to support state stakeholders and teacher preparation program providers who are interested in understanding staffing patterns of new teachers trained in public, private,…

This report analyses key aspects of the professional life of lower secondary teachers (ISCED 2) across Europe. It is based on qualitative Eurydice data from national policies and legislation, and quantitative data from the Teaching and Learning International Survey (TALIS) on practices and perceptions of teachers and school heads. Connecting these…

Teach For America (TFA) is an organization that aims to address educational inequity in part through a program of training and placing teachers in U.S. K-12 public schools that have the highest proportions of high-poverty students. In this report, the authors quantify the impacts of Teach For America Indianapolis (TFA Indy) on student and school…

Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg's motivation-hygiene, empirical literature…

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of…

COVID-19 has created a sudden demand for teachers who can provide effective remote learning opportunities for students and, simultaneously, has disrupted the preparation for the next generation of teaching. Because teachers are the most vital in-school education resource, supporting the teacher workforce through the disruptions created by COVID-19…

Quite commonly, reports on elementary and secondary school teachers begin with the rather obvious notion that the quality of instruction is critical to student learning. Decades of federal policymaking have been built on the premise that good pre-service preparation is an effective route to quality teaching and, ultimately, improved educational…

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of…

This longitudinal study, framed by activity theory, examines what seven novice teachers' talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices…

This report illustrates how four high-performing systems--British Columbia (Canada), Hong Kong, Shanghai (China) and Singapore--developed their teacher professional learning. The report and accompanying materials are designed as a resource for teachers, school leaders and policymakers wanting to improve teacher professional learning in their…

In 1996, the National Commission on Teaching and America's Future's (NCTAF's) first groundbreaking report made five bold recommendations that changed teaching and learning across the country. "What Matters Most" challenged the nation to provide every American child with his or her educational birthright: access to competent, caring,…