NNSTOY is engaged in a variety of research projects that are closely aligned to our Strategic Plan. We partner with other organizations in undertaking these studies which are jointly published.
What do we know about the characteristics of teacher leaders; the roles they undertake; and the challenges and barriers that exist to teacher leadership? In this follow-up study to our Good to Great report, we conducted deep dive focus groups with State and National Teachers and of the Year and Finalists serving as teacher leaders to discover answers to these questions. This report concludes with specific policy recommendations for supporting teacher leadership in state and local contexts.
The report is the second in a series from a collaboration of nine leading organizations working to advance teaching and elevate the profession. Originally proposed by the National Network of State Teachers of the Year (NNSTOY) and led by NNSTOY and the Center on Great Teachers and Leaders (GTL Center) at American Institutes for Research, the study involves the following partner organizations, many of which contributed to this second report by assisting in the development of the focus group protocol, analysis of preliminary findings, and review of
- American Association of Colleges of Teacher Education (AACTE)
- American Federation of Teachers (AFT)
- Council for the Accreditation of Educator Preparation (CAEP)
- Council of Chief State School Officers (CCSSO)
- GTL Center
- National Board for Professional Teaching Standards (NBPTS)
- National Council on Teacher Quality (NCTQ)
- National Education Association (NEA)
The purpose of this report is to describe what we 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. We 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 our 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 our findings from case studies of schools and districts with established career advancement initiatives as well as several in the early stages of implementation.
This report focuses on the important issue of assessing our students’ learning through standardized, summative assessments. Utilizing research-based methodologies and practices including Evidence Centered Design, Webb’s Depth of Knowledge, and survey instruments designed for this study, two panels were convened to examine six assessment instruments. Each study panel was composed of State and National Teachers of the Year
and Finalists for State Teacher of the Year. Each panel examined three assessments: two assessments given by states before switching to new state assessments developed by the PARCC and Smarter Balanced assessment consortia and one consortia assessment. The five key findings are:
1. The new consortia assessments better reflect the range of reading and math knowledge and skills that all students should master.
2. The new consortia assessments include items that better reflect the full range of cognitive complexity in a balanced way.
3. The new consortia assessments better align with the kinds of strong instructional practices these expert teachers believe should be used in the classroom, and thereby better support great teaching and learning throughout the school year.
4. The new consortia assessments provide information relevant to a wide range of performers, particularly moderate and high-performers.
5. While the new consortia assessments are more rigorous and demanding, they are grade-level appropriate, and even more so than prior state tests
In this first-of-its-kind exploratory survey, over 300 National and State Teachers of the Year share insights into the professional experiences and supports that they believe most contributed to their growth and eventual excellence as a teacher.
Reflecting back on their careers, from preparation through mastery and even into retirement, the Teachers of the Year surveyed in this study provide education leaders and policymakers with needed information about the professional experiences that help teachers move from good to great.
Teacher preparation, evaluation, and the characteristics of effective teaching are at the center of contemporary education research and policymaking. NNSTOY believes that five key structures—found in almost every other field—have the potential to transform teaching into a profession that fosters continuous improvement, high expectations, and shared accountability.
Teaching has historically been described as an “unstaged occupation,” with few opportunities to access higher earning and higher status positions. The main opportunity for career advancement for teachers is leaving the classroom to become a school administrator. This report offers a new vision of teacher career pathways that holds promise for recruiting and retaining excellent teachers who further student learning, providing consistent access to excellent teachers.
With half of the nation’s teachers planning to retire over the next decade, our research focuses on identifying practices that make teaching attractive for a new generation of educators. This document summarizes how lessons learned from recent initiatives can be applied more systematically across the teaching profession to meet 21st century career expectations.