No one stakeholder group can realize lasting change on their own; nor can any reform initiative focusing on just one type of strategy create the workplace conditions needed to truly build capacity within the education profession. Rather, stakeholders must focus on collaborating, reaching common understanding, and prioritizing for ultimate impact…

First introduced in 1965, the Elementary and Secondary Education Act (ESEA) has evolved over time, emphasizing education reform priorities that mirror the changing national education policy conversation. The most recent iteration of ESEA, as amended by the No Child Left Behind Act (NCLB), was enacted in 2001. It emphasized improving outcomes for…

The long-term health of each state's economy rests on the state's ability to educate and eventually employ citizens who contribute to its economy by filling jobs in a variety of sectors. With the globalization of the economy and shifts in supply and demand for a wide variety of occupations, students in public schools need effective teachers and…

A California school district, expecting 600 new students and only filling less than half of their 70 open teaching positions from usual hiring sources, took their teacher recruitment program on the road and around the country. Top flight teachers were hired at precisely the grade levels and subject areas needed. (MLF)

This collection of articles gathers reprinted materials on teacher attraction and retention for small and rural school districts. The material is organized in two sections: (1) Attracting and Retaining Quality Teachers and (2) Challenging and Enriching Current Staff. Reprints from a number of publications present strategies for addressing the…

The problem of attracting and retaining qualified teachers is defined; and the complicating factors, current research, and policy options and implications are outlined in this issue brief. Complicating factors cited range from increased employment opportunities for women and minorities outside the teaching profession to difficulty in objectively…

The purpose of this document is to provide standards for the preservice professional preparation of teachers, to encourage inservice professional development, and to describe the necessary conditions for teaching and learning the social studies. These standards may be used as goals toward which the professional social studies teacher strives, as…

This multimedia School Development Outreach Project package on teacher quality provides a perspective on this emerging education issue arising from national, state, and local leaders. The package contains a set of two audiotapes and a booklet. The booklet gives an overview of the issue, examples of research and current practice, and suggestions…

This resource guidebook provides planning and implementation models for year-round school schedules, including operational and instructional details. Section 1, "Statement of Needs," discusses California's overcrowded facilities, student retention, teacher compensation, and teacher shortage. "Planning Process Model," section 2, recommends methods…