Learning from Peers on a Large Scale: Teachers in High-Poverty Schools Find Value in Results of National Educator Surveys
Teachers in the United States are encouraged to continuously improve their teaching practice, and one method of doing so is learning from peers. Learning from peers can take many forms, such as pursuing formal or informal collaboration, accessing research results through professional networks, or seeking guidance from peers about interventions and instructional strategies. Many opportunities for peer-to-peer learning occur through one-on-one or small-group interactions. Larger-scale opportunities for learning, such as conferences and online communities, may be useful channels for building peer connections but are unlikely to provide teachers with systematic information about what their peers are doing nationally.(Source: RAND Corporation)
On the path to strengthen teacher pipelines, support excellent teaching and improve retention, many states have developed opportunities for teacher leadership and advancement. While most states offer advanced licenses to encourage ongoing learning and growth within the teaching profession, many are now also including supports and incentives to encourage more teachers to become leaders in their classrooms, schools and communities. Though district and school leaders drive teacher development and career progressions, state policymakers are creating structures and incentives to support high-quality systems. Education Commission of the States researched teacher leadership and licensure advancement policies in all states.
The demand for educational programs with strong evidence of effectiveness has mounted in the past decade. The WWC connects busy decision makers with the best research on effective interventions and practices. In 2007, IES commissioned Mathematica to administer the next generation of the WWC. Mathematica assembled a multi-tiered team of research partners and communications experts to bring wide-ranging depth and expertise to bear on the WWC’s ambitious goals. Using a rigorous, tailored approach, we relaunched the WWC to expand its reach and influence among key stakeholders.
Teacher license reciprocity allows candidates who hold an out-of-state license to earn a license in a receiving state, subject to meeting state-specific requirements. Reciprocity agreements allow states to work through variations in licensing systems to coordinate license transfers and fill vacant teaching positions with qualified candidates. Most states have policies in place to improve reciprocity for certain teachers, but few states provide full reciprocity for all fully licensed teachers. Six states offer full teacher license reciprocity for all eligible, fully licensed teachers. In these states, fully licensed out-of-state teachers, regardless of experience, are immediately eligible to receive a standard teaching license and are subject to few or no additional requirements.
Districts across the country are facing severe shortages of teachers — especially in certain subjects (math, science, special education, career and technical education, and bilingual education) and in specific schools (those that are underperforming; those that are serving students in urban or rural areas or low-income communities; and those serving high percentages of students of color). This resource compiles state-specific data related to teacher shortages and provides a national comparison of state policies to recruit and retain teachers, especially in shortage subject areas and underserved schools. The resource features state educator preparation program completion data, shortage and equity gap data, in addition to policies found in state statutes, regulations and other documents, as of August 2019. It does not reflect local implementation or practice, including policies or programs at postsecondary institutions.