Video Several school districts throughout the country are empowering teachers to lead the way to successful implementation of the Common Core.
Report A new CAP report highlights six districts that are using teacher leadership and labor-management collaboration to successfully implement the Common Core State Standards.
A new CAP study calls into question the idea that up to half of beginning teachers leave the profession by their fifth year. In fact, 70 percent of new teachers stay longer than five years.
New data show that 95 percent of principals believe they have a major influence on teacher evaluation, yet they do not receive the professional support they need to take on new responsibilities related to teacher evaluation.
The ruling in Vergara v. California sparks strong reactions on both sides of the issue, but all can agree that great teaching matters.
Issue Brief Lessons learned from state takeover districts’ innovation in the area of teacher professional development could influence professional-development spending and practices in districts throughout the United States.
Report According to ESEA waivers, many states allow school districts’ discretion in the design and implementation of teacher-evaluation systems. State departments of education are new approaches to hold districts accountable for their evaluation plans.
A large majority of new teachers have stayed in their profession during a period of dramatic education reforms that critics claimed would drive them away.
The way that funds from Title II, Part A, of the Elementary and Secondary Education Act are currently used needs to change substantially.
Video This video features teachers from across the United States who are members of new teacher-voice organizations and fellowships—groups whose missions involve getting more teachers’ voices heard in education-policy discussions.
Report As education policies have evolved and recent policy initiatives have worked to expose the organizational and structural barriers to improving teaching, teacher voice in policy is perhaps more relevant and important than ever before.
Congress must act before the March 1 deadline so that our most disadvantaged children do not lose access to vital education programs and services that are already inequitable at current funding levels.