Tapping the Potential - Alliance for Excellent Education

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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
A L L I A N C E F O R E X C E L L E N T E D U C AT I O N60 Villar, Measuring the Benefits and Costs ofMentor-Based Induction.61 Ingersoll, Is There Really a TeacherShortage? Progress Through the TeacherPipeline: 1992–93 College Graduates andElementary/Secondary School Teaching as of1997 (Washington, D.C.: U.S. Departmentof Education, National Center forEducation Statistics, 2000).62 Smith and Ingersoll, “What Are theEffects of Induction and Mentoring onBeginning Teacher Turnover?”63 American Federation of Teachers,Beginning Teacher Induction.64 Serpell and Bozeman, Beginning TeacherInduction. Johnson, Finders and Keepers.65 Claycomb and Hawley, Recruiting andRetaining Effective Teachers for Urban Schools.Jonathan Supovitz and Jolley BruceChristman, Developing Communities ofInstructional Practice: Lessons from Cincinnatiand Philadelphia (Philadelphia: Consortiumfor Policy Research in Education, 2003).66 D. Kyle, G. Moore, and J. Sanders, “TheRole of the Mentor Teacher: Insights,Challenges, and Implications,” PeabodyJournal of Education 74:3–4 (1999). C.Evertson and M. Smithey, “MentoringEffects on Protégés’ Classroom Practice:An Experimental Field Study,” Journal ofEducational Research 9:5 (2000).67 Richard Ingersoll and Jeffrey Kralik, TheImpact of Mentoring on Teacher Retention:What the Research Says (Denver, CO:Education Commission of the States, 2004).68 Mentor Teacher Selection (Santa Cruz, CA:New Teacher Center, 2004).69 Ellen Moir, Launching the NextGeneration of Teachers Through QualityInduction (Washington, D.C.: NationalCommission on Teaching and America’sFuture, 2003).70 Smith and Ingersoll, “What Are theEffects of Induction and Mentoring onBeginning Teacher Turnover?”71 Ellen Moir, “Fostering LeadershipThrough Mentoring,” EducationalLeadership 60:8 (May 2003).72 Ellen Moir, correspondence withJeremy Ayers, 4 May 2004.73 Moir, “Fostering Leadership ThroughMentoring.” Barnett Berry, PeggyHopkins-Thompson, and Mandy Hoke,Assessing and Supporting New Teachers:Lessons from the Southeast (Chapel Hill, NC:Southeast Center for Teaching Quality,2002).74 Supovitz and Christman, DevelopingCommunities of Instructional Practice.75 Joellen Killion, What Works in the HighSchool Grades: Results-Based StaffDevelopment (Oxford, OH: National StaffDevelopment Council, 2002).76 Supovitz and Christman, “DevelopingCommunities of Instructional Practice.”77 David Kauffman et al., “Lost at Sea”: NewTeachers’ Experiences with Curriculum andAssessment (Cambridge, MA: HarvardProject on the Next Generation ofTeachers, 2002).78 Beyond Islands of Excellence. ModelStandards for Beginning Teacher Licensing,Assessment, and Development: A Resource forState Dialogue (Washington, D.C.: Councilof Chief State School Officers, 1992).79 Jonathan Supovitz and Valerie Klein,Mapping a Course for Improved StudentLearning: How Innovative SchoolsSystematically Use Student Performance Datato Guide Improvement (Philadelphia, PA:Consortium for Policy Research inEducation, 2003).80 Teacher Preparation and ProfessionalDevelopment 2000 (Washington: D.C.: U.S.Department of Education, National Centerfor Education Statistics, 2001). JudithLittle, Teachers’ Professional Development in aClimate of Education Reform (Washington,D.C.: U.S. Department of Education,1994).81 Michael Garet, “What MakesProfessional Development Effective?”American Educational Research Journal(Winter 2001). “Principles for ProfessionalDevelopment” (Washington, D.C.:American Federation of Teachers, 2002).82 Standards in Practice (Washington, D.C.:Education Trust, 2004), as seen athttp://www2.edtrust.org/EdTrust/SIP+Professional+Development/.83 Michael Kamil, Adolescents and Literacy:Reading for the 21st Century (Washington,D.C.: Alliance for Excellent Education,2003). Anne Grosso de León, The UrbanHigh School’s Challenge: Ensuring Literacy forEvery Child (New York: CarnegieCorporation of New York, 2002).84 Feiman-Nemser, “What New TeachersNeed to Learn.”85 Bill Manolios, Christine Rowland, andPatsy Wooters, “From Study Groups to aSchoolwide Initiative,” UFT Teacher CenterSpecial Edition (2004).86 Kendall Stansbury and JoyZimmerman, “Smart Induction ProgramsBecome Lifelines for the BeginningTeacher,” Journal of Staff Development 23:4(Fall 2002).87 Loren Anderson, An External Review ofSouth Carolina’s Assisting, Developing, andEvaluating Professional Teaching (ADEPT)Program (Columbia, SC: AndersonResearch Group, 2003).88 Teachers College Innovations: ProfessionalDevelopment That Makes a Lasting Difference(New York: Columbia Teachers College,2003).89 Dwight Rogers and Leslie Babinski, FromIsolation to Conversation: Supporting NewTeachers’ Development (Albany: StateUniversity of New York Press, 2002). HarryK. Wong, “Collaborating with Colleagues toImprove Student Learning,” ENC Focus11:6 (2003).90 American Federation of Teachers,Beginning Teacher Induction.66
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