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High-quality teacher residencies have the potential to address workforce challenges, including teacher shortages, underprepared educators, and, when adequately funded, workforce diversity. In 2018-19, California provided seed funding to jump-start or scale such programs. Recognizing that state funding may not always be reliable, programs are also working toward greater financial sustainability. This report examines the current state of teacher residencies in California and strategies these programs use to sustain funding, particularly in the wake of COVID-19.

School principals have the ability to create an environment that facilitates learning and empowers teachers and other school staff to be effective in the classroom and school community. Research shows that providing elementary school principals with access to high-quality professional learning can build their capacity to lead successful schools and foster student success. Yet many principals report obstacles to participating in professional development.

In the fall of 2019, hundreds of thousands of California’s students were learning in classrooms staffed by teachers who were not fully certified. Shortages vary across the state and by subject and are likely to be further impacted by the COVID-19 pandemic. However, a number of policy solutions have the potential to mitigate ongoing shortages.

Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.

“Positive outlier” districts in California have excelled at helping African American, Latino/a, and White students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate that districts can develop leaders by identifying leadership talent from among teachers and cultivating their talent to enable some to move into principalships and central office positions.

San Francisco's Gateway Public Schools is a public charter organization with a lottery entrance system prioritizing local residents and students from low-income families. They emphasize positive school climates with a focus on inclusivity, restorative practices, and high expectations that meet students where they are—research-based practices shown to foster success for all students.

The entire country is grappling with educational access during the COVID-19 pandemic. Persistent shortages of well-prepared teachers remain a dire concern, and are distinctly worse in districts serving the highest numbers of students from low income families. California has taken steps to address shortages in recent years—this report highlights the primary factors driving shortages and shares research on eight key strategies that can attract and retain well-prepared teachers.

Some districts in California are beating the odds when it comes to supporting student success across all demographics. Developing and retaining high-quality teachers is one strategy these districts use. This brief looks at lessons learned from the strategies these districts use.