Tapping the Potential - Alliance for Excellent Education

TA P P I N G T H E P O T E N T I A L : R E TA I N I N G A N D D E V E L O P I N G H I G H - Q U A L I T Y N E W T E A C H E R SClassroom Observations, and TeacherMeetings: Toward an Understanding ofProfessional Culture,” paper delivered at the2002 annual meeting of the AmericanEducational Research Association, NewOrleans, 1–5 April 2002.29 Beginning Teacher Induction: The EssentialBridge (Washington, D.C.: AmericanFederation of Teachers, 2001). ZewelanjiSerpell and Leslie Bozeman, BeginningTeacher Induction: A Report on BeginningTeacher Effectiveness and Retention(Washington, D.C.: National Partnershipfor Excellence and Accountability inTeaching, 1999).30 Smith and Ingersoll, “What Are theEffects of Induction and Mentoring onBeginning Teacher Turnover?”31 Teacher organizations such as theAmerican Federation of Teachers supportthe use of such measures because theyimprove the quality of the teachers theyrepresent. See American Federation ofTeachers, Beginning Teacher Induction.32 Michael de Courcy Hinds, Teaching as aClinical Profession: A New Challenge forEducation (New York: Carnegie Corporationof New York, 2002).33 Susan Moore Johnson, Finders and Keepers(San Francisco, CA: Jossey-Bass, 2004).34 Kati Haycock, “Good Teaching Matters . . .A Lot,” Thinking K–16 3:2 (Summer 1998).35 Gary Orfield, Daniel Losen, JohannaWald, and Christopher B. Swanson, LosingOur Future: How Minority Youth Are Being LeftBehind by the Graduation Rate Crisis(Cambridge, MA: Civil Rights Project atHarvard University, 2004).36 Dropout Rates in the United States: 2000(Washington, D.C.: U.S. Department ofEducation, 2001).37 Jay P. Greene and Greg Forster, PublicHigh School Graduation and College ReadinessRates in the United States (New York:Manhattan Institute for Policy Research,2003).38 NAEP 2002 Year-at-a-Glance (Washington,D.C.: National Assessment of EducationalProgress, 2003).39 Greene and Forster, Public High SchoolGraduation and College Readiness Rates in theUnited States.40 Ready or Not: Creating a High SchoolDiploma That Counts (Washington, D.C.:American Diploma Project, 2004).41 The Cost of Remedial Education (Midland,MI: Mackinac Center for Public Policy,2000).42 Haycock, “Good Teaching Matters.”Ronald Ferguson and Helen Ladd,“Additional Evidence on How and WhyMoney Matters,” in Helen Ladd, ed.,Holding Schools Accountable (Washington,D.C.: Brookings Institution, 1996). LindaDarling-Hammond and Peter Youngs,“Defining ‘Highly Qualified Teachers’:What Does Scientifically-Based ResearchActually Tell Us?” Educational Researcher31:9 (2002).43 Ronald Ferguson, “Paying for PublicEducation: New Evidence on How andWhy Money Matters,” Harvard Journal onLegislation 28:2 (Summer 1991).44 Said Yasin, The Supply and Demand ofElementary and Secondary School Teachers inthe United States (Washington, D.C.: ERICClearinghouse on Teaching and TeacherEducation, 2000).45 No Dream Denied: A Pledge to America’sChildren (Washington, D.C.: NationalCommission on Teaching and America’sFuture, 2003).46 Ingersoll, Is There Really a Teacher Shortage?47 The Cost of Teacher Turnover (Austin, TX:Texas Center for Education Research, 2000).48 Tom Carroll, President, NationalCommission on Teaching and America’sFuture, correspondence with Jeremy Ayers,June 4, 2004. See also Harry Wong, “SaveMillions—Train and Support NewTeachers,” School Business Affairs(November 2003).49 Berliner, “A Personal Response to ThoseWho Bash Teacher Education.” Lopez,“Classroom Diversification.” Claycomb andHawley, Recruiting and Retaining EffectiveTeachers for Urban Schools.50 Elizabeth Fideler and David Haselkorn,Learning the Ropes: Urban Teacher InductionPrograms and Practices in the United States(Belmont, MA: Recruiting New Teachers,Inc., 1999).51 Edward Britton et al., eds., ComprehensiveTeacher Induction: Systems for Early CareerLearning (Boston: Kluwer AcademicPublishers, 2003). Sharon Feiman-Nemser,“What New Teachers Need to Learn,”Educational Leadership 60:8 (May 2003).52 Barnet Berry, “Recruiting and Retaining‘Highly Qualified Teachers’ for Hard-to-Staff Schools,” NASSP Bulletin 87:638(March 2004).53 Kevin Carey, The Real Value of Teachers(Washington, D.C.: Education Trust, 2004).54 Richard Ingersoll, “The Problem ofUnderqualified Teachers in AmericanSecondary Schools,” Educational Researcher28 (1999).55 Carey, The Real Value of Teachers.56 Jessica Levin and Meredith Quinn,Missed Opportunities: How We Keep High-Quality Teachers Out of Urban Classrooms(New York: New Teacher Project, 2003).57 Eric Hanushek, John Kain, and StevenRivkin, Why Public Schools Lose Teachers(Cambridge, MA: National Bureau ofEconomic Research, 2001).58 Susan Moore Johnson et al. “The SupportGap: New Teachers’ Early Experiences inHigh-Income and Low-Income Schools,”article prepared for the 2004 AnnualMeeting of the American EducationalResearch Association (San Diego, CA, 1–5April 2004).59 Smith and Ingersoll, “What Are theEffects of Induction and Mentoring onBeginning Teacher Turnover?”65