Teacher Career Advancement Initiatives: Lessons Learned from Eight Case Studies. Phase II of Creating Sustainable Teacher Career Pathways: A 21st Century Imperative

Autor/inn/en	Natale, Catherine Fisk; Gaddis, Lynn; Bassett, Katherine; McKnight, Katherine
Institution	National Network of State Teachers of the Year (NNSTOY); Pearson; Public Impact; National Education Association
Titel	Teacher Career Advancement Initiatives: Lessons Learned from Eight Case Studies. Phase II of Creating Sustainable Teacher Career Pathways: A 21st Century Imperative
Quelle	(2016), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Development; Urban Schools; Suburban Schools; Rural Schools; Poverty; Socioeconomic Status; School Districts; Unions; Teacher Associations; Case Studies; Teacher Promotion; Teacher Role; Teacher Leadership; Teacher Collaboration; Compensation (Remuneration); Peer Teaching; Peer Evaluation; Faculty Development; Participative Decision Making; Readiness; Stakeholders; School Culture; Financial Support; Sustainability; Teacher Recruitment; Teacher Persistence; Barriers; Collegiality; Teacher Effectiveness; Job Satisfaction; Teacher Administrator Relationship; Principals; Qualitative Research; Interviews; Focus Groups; California; Colorado (Denver); District of Columbia; Tennessee; Arizona (Scottsdale); Washington (Seattle); Iowa; North Carolina + Suchen Sie Ihr Suchwort? Berufsentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; Armut; Socio-economic status; Sozioökonomischer Status; School district; Schulbezirk; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Case study; Fallstudie; Case Study; Lehrerrolle; Lehrerfunktionsstelle; Lehrerkooperation; Abfindung; Kompensation; Lohnausgleich; Peer group teaching; Peer Group Teaching; Schulkultur; Schulleben; Finanzielle Förderung; Nachhaltigkeit; Lehrerrekrutierung; Kollegialität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Principal; Schulleiter; Qualitative Forschung; Interviewing; Interviewtechnik; Kalifornien
Abstract	The purpose of this report is to describe what the authors learned from studying eight teacher career advancement initiatives implemented across a variety of contexts, including urban, suburban, and rural districts; high poverty and affluent districts; and in schools/districts both with and without strong union presence. They describe key principles for developing successful, sustainable teacher career advancement initiatives. This report is the product of a three-year study conducted by the Center for Educator Learning and Effectiveness at Pearson and the National Network of State Teachers of the Year (NNSTOY) in partnership with the National Education Association and Public Impact and with assistance from the American Federation of Teachers. It represents the second phase of the authors' research into how the teaching profession needs to evolve to meet 21st century career expectations for a new generation of teachers and learners. This report provides their findings from case studies of schools and districts with established career advancement initiatives as well as several in the early stages of implementation. The goal is to identify, based on their research, the components of a successful, sustainable teacher career continuum that has a positive impact on teacher recruitment, teacher retention, teacher job satisfaction, and student achievement. A bibliography is included. (ERIC).
Anmerkungen	National Network of State Teachers of the Year. 1525 Wilson Boulevard Suite 710, Arlington, VA 22209. Tel: 609-992-5532; Web site: http://www.nnstoy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01