Teacher retention continues to be a concern in public education. The concerns related to this negative trend were exacerbated by the COVID-19 pandemic and schools and school districts are finding themselves in a precarious position. Many states and local school districts are creatively utilizing alternative certification methods to increase the…

The purpose of this study was to understand the implementation and impact of the New Teacher Center's (NTC) strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households. SRI's evaluation of the implementation and impact of NTC's i3…

For the past three years, Digital Promise has embarked on an expansive and human-centered endeavor to empower school districts to cultivate context-relevant solutions to the teacher of color workforce disparities. Through Digital Promise's Inclusive Innovation approach, teachers of color from various school districts were engaged to develop and…

This study explores the implementation of the engage2Learn program among English as a Second Language (ESL) educators in the Providence Public School District and its impact on student outcomes over three years (2021-2023). Utilizing Grade 1-5 WIDA ACCESS scores, this study examines cohort differences in change in student proficiency levels before…

This Appreciative Inquiry (AI) study was conducted to create the framework for the Differentiated Support Model (DSM). The DSM is a framework of individualized support for first year teachers that can be applied in any school district alongside a mentoring program or without a mentoring program. The DSM was designed to be implemented by an…

The Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) program aims to increase teacher effectiveness and retention through fostering spaces that support the development of critically conscious, compassionate, and highly skilled educators. Specifically, CREATE's three-year teacher residency program seeks to recruit,…

This study was designed to improve the current beginning teacher support program and address the problem of beginning or early career teachers leaving the district. Researchers have found that as many as 50% of teachers leave the profession within their first five years of teaching (Darling-Hammond & Sykes, 2003). This study proposed changes…

Beginning teachers enter a profession that places particularly challenging demands on novice practitioners. The New Teacher Center's (NTC) induction model provides intensive, instructionally focused coaching to teachers during their first two years in the classroom, in-depth training for induction mentors, a suite of tools to guide coaching…

This report represents the final results of an evaluation of Project EQuIPD--Engaging Quality Instruction through Professional Development. The project provided two years of intensive professional development to help teachers learn to think more strategically about how to improve student outcomes using technology-based inquiry instruction. The…

Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the…

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This executive summary provides information on the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate summative report and technical report also were published. [For…

Educator Excellence Innovation Program (EEIP) is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report describes feedback from teachers at the six EEIP schools and summarizes implementation in the third year of the program.

This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district's schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less…

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This technical report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate summative report and executive summary report also were published. [For the…

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate technical report and executive summary report also were published. [For the technical…