Linda Darling-HammondJeannie OakesSteve WojcikiewiczMaria E. HylerRoneeta GuhaAnne PodolskyTara KiniChanna Cook-HarveyCharmaine MercerAkeelah Harrell
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In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and developing interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. This has significant implications for teacher preparation programs. This book examines those implications and several programs that are preparing their graduates to provide students with the "deeper learning" that prepares them for college, career, and civic participation.
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Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and Lakewood Elementary School's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems.
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Social and emotional skills, habits, and mindsets—such as self-awareness, self-regulation, communication, compassion, and empathy—can set students up for academic and life success. A new case study by the Learning Policy Institute looks at a preservice and inservice programs preparing teachers to integrate social emotional learning into instruction.
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Principals are a key in-school factor associated with student achievement. When principals leave, it can disrupt school progress, increase teacher turnover, and stall student achievement. A new study developed by the Learning Policy Institute (LPI) and the National Association of Secondary School Principals (NASSP) reviews existing research to identify why school leadership matters and the impacts of principal mobility on student achievement.
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School principals are responsible for maintaining a positive school climate, motivating school staff, and enhancing teachers’ practice. They are vital to ensuring teachers’ success in the classroom and students’ success, but one in five principals leaves their school each year and the numbers are worse in schools in underserved communities. Inadequate preparation, poor working conditions, insufficient salaries, lack of authority, and high-stakes accountability policies are among the drivers of principal turnover that must be addressed.
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Four years into a project to support teacher instruction for deeper learning, research shows that an innovative professional development program is a decided success. Based on a model of teachers teaching teachers, California's Instructional Leadership Corps prepares teacher leaders to provide sustainable professional development aligned with new state standards. Participant feedback has been overwhelmingly positive and demonstrates how teacher-led learning can motivate shifts in practice, enhance teachers’ efficacy, and sustain change.
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Teacher leaders in California are collaborating to lead sustainable professional development for implementation of new student standards within their districts. This statewide effort, the Instructional Leadership Corps, has been in place for the last 4 years and participant feedback has been overwhelmingly positive about the experience. This study describes how teacher-led learning can motivate shifts in practice, enhance teachers’ professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change.
Linda Darling-HammondLeib SutcherDesiree Carver-Thomas
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Teacher shortages have been worsening in California since 2015. In response, the state has invested nearly $200 million in programs aimed at recruiting and retaining high-quality teachers, but those programs will take time to yield the desired results. California needs to make additional investments to rapidly build the supply of qualified teachers where they are most needed and create incentives for experienced, effective teachers to re-enter and remain in the classroom.
Leib SutcherAnne PodolskyTara KiniPatrick M. Shields
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A study including a survey of California principals and interviews with principals, former principals, and superintendents finds that California’s education leaders experience only some elements of high-quality preparation and professional development, and often miss out on the most valuable elements of quality learning experiences. Moreover, their participation in professional learning opportunities that support them in leading schools that develop students’ deeper learning and social and emotional competencies is inconsistent. They do, however, want more of it.
Daniel EspinozaRyan SaundersTara KiniLinda Darling-Hammond
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Most states have been struggling to address teacher shortages for several years, often filling the vacuum with underprepared teachers. Governors and legislators in many of these states are now working to turn the tide. A new report from the Learning Policy Institute focuses on six evidence-based policies that states are pursuing to address their teacher shortages that can help states build long-term sustainable systems to attract, develop, and retain a strong and stable teacher workforce.
