Developed in collaboration with the Teacher Salary Project, this brief is intended to help these leaders consider whether the time is right to raise the bar on teacher pay and, if so, by how much. The authors provide a starting place for discussions among state and district leaders and their ...
The U.S. Department of Education’s new regulations for teacher preparation programs ask states and organizations that prepare teachers to provide much more data about graduates’ competence, their persistence in the teacher workforce, and their impact on student learning. But is this the right data needed to improve teaching? In this ...
This report provides a broad overview of state efforts, as of the 2011-12 school year, to monitor equitable access to qualified and effective teachers among schools; develop and adopt multiple measures of teacher performance to rate teachers among at least three performance levels; and implement targeted strategies for promoting equitable ...
When teachers learn, students learn. For decades, AIR has conducted studies of teacher professional learning and helped practitioners use evidence to develop, implement, test, and scale professional learning programs.
Systemic challenges in the educator workforce require thoughtful and bold actions, and ESSA presents a unique opportunity for states to reaffirm, modify, or improve their vision of educator effectiveness. This discussion guide focuses on one challenge that states face as part of this work: defining ineffective teacher in the absence ...
Did Congress make the right fixes to the rules governing funding for teaching and learning in ESSA? Kind of, according to AIR expert Jane Coggshall, in this blog post.
In this personal essay, AIR Principal Researcher Patricia Garcia-Arena shares her memories of being an English learner in preschool and elementary school—and how early literacy experiences can be better for ELs today, thanks to evidence-based instructional practices.