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George W. Bush Institute, Education Reform Initiative, 2020
Talented leaders are essential to building and sustaining successful organizations. This is especially true for schools, where principal leadership plays a major role in fostering student success. Research shows that principals are a significant school-level factor affecting student achievement, second only to classroom teachers. Like other types…
Descriptors: Principals, Talent Development, Work Environment, Recruitment
George W. Bush Institute, Education Reform Initiative, 2016
Talented leaders are essential to building and sustaining successful organizations. This is especially true for schools, where principal leadership plays a major role in fostering student success. Research shows that principals are a significant school-level factor affecting student achievement, second only to classroom teachers. Like other types…
Descriptors: Principals, Leadership Role, Administrator Effectiveness, School Districts
Mehrotra, Sarah; Morgan, Ivy S.; Socol, Allison – Education Trust, 2021
While new teachers bring energy and passion into their classrooms and schools, they can find themselves incredibly challenged as they learn how to plan and implement lessons, collect and use data to inform their instructional practices, build relationships with students and families, manage classroom behavior, and meet the varying academic,…
Descriptors: African American Students, Experienced Teachers, Educational Quality, Teacher Competencies
Mehrotra, Sarah; Morgan, Ivy S.; Socol, Allison – Education Trust, 2021
While new teachers bring energy and passion into their classrooms and schools, they can find themselves incredibly challenged as they learn how to plan and implement lessons, collect, and use data to inform their instructional practices, build relationships with students and families, manage classroom behavior, and meet the varying academic,…
Descriptors: Experienced Teachers, Educational Quality, Teacher Competencies, Beginning Teachers
Yatsko, Sarah – Center on Reinventing Public Education, 2012
In November 2010, Baltimore's Fund for Education Excellence and the Annie E. Casey Foundation approached the Center on Reinventing Public Education (CRPE) and requested a case study of the implementation of Baltimore City Public Schools' (City Schools) portfolio strategy. These local foundations were interested in understanding how the district…
Descriptors: Urban Schools, Public Schools, School Districts, Educational Administration
TNTP, 2014
Nobody goes into teaching to get rich, but that's no excuse not to pay teachers as professionals. Compensation is one of the most important factors in determining who enters the teaching profession and how long they stay--yet 90 percent of all U.S. school districts pay teachers without any regard for their actual performance with students,…
Descriptors: Teacher Salaries, Compensation (Remuneration), School Districts, Teacher Competencies
Schachter, Ron – District Administration, 2012
As school districts have made improvements to teaching and learning, and raised student achievement in the process, reform-minded superintendents have usually led the way. When they move on, they leave a legacy of programs and policies that have worked. That is just where finding the next superintendent can get tricky. It is not easy when the…
Descriptors: Superintendents, School Districts, Instructional Leadership, Maintenance
Turnbull, Brenda J.; Riley, Derek L.; MacFarlane, Jaclyn R. – Policy Studies Associates, Inc., 2013
This second report of an ongoing evaluation of "The Wallace Foundation's Principal Pipeline Initiative" describes the six participating school districts' activities in school leader preparation and support and analyzes their progress over two years. The evaluation, conducted by "Policy Studies Associates" and the "RAND…
Descriptors: Principals, Instructional Leadership, School Districts, Administrator Education
Thompson, Barbara; Baumann, Paul – Education Commission of the States (NJ3), 2011
Whether referred to as "pay-for-performance" (PFP) or "merit pay," attempting to tie educators' compensation to their performance in the classroom and students' performance on high-stakes tests has been a key component of many educator compensation reform efforts in the last five years. This issue looks at PFP systems broadly…
Descriptors: Merit Pay, Charter Schools, High Stakes Tests, Educational Change
Honawar, Vaishali – Education Week, 2007
Historically, it has been tough to get teachers for urban districts, but this is not the case in Baltimore, Maryland, anymore. Since 2002, the New Teacher Project has been finding at least 10 applicants for each teaching job it fills for the once hard-to-staff Baltimore district. Armed with unorthodox recruitment strategies, the group targets…
Descriptors: Teacher Recruitment, Rural Schools, Public School Teachers, Holistic Approach
Mac Iver, Martha Abele; Vaughn, E. Sidney; Katz, Gregory – Abell Foundation, 2005
This study, commissioned by The Abell Foundation, analyzes new teachers hired by the Baltimore City Public School System (BCPSS) over the past several years. In particular, the study compares different categories of new teachers: those with full professional certification, teachers in alternative certification programs (Teach for America, the…
Descriptors: Beginning Teachers, Alternative Teacher Certification, Intellectual Disciplines, Expertise
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Masci, Frank J.; Stotko, Elaine M. – Education and Urban Society, 2006
The Professional Immersion Master of Arts in Teaching (ProMAT) program is a cooperative venture between Johns Hopkins University and Montgomery County (Maryland) Public Schools, a large school district that has experienced increased urbanization. This graduate-level teacher preparation program provides candidates with extensive internship…
Descriptors: School Districts, Program Evaluation, Partnerships in Education, Public Schools