Teachers' effectiveness increases at a greater rate in supportive, collegial working environments and when they accumulate experience in the same grade level, subject, or district¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers' effectiveness increases at a greater rate when they teach in a supportive and collegial working environment and when they accumulate experience in the same grade level, subject, or district. → Kini 2016

Evidence¶

Kini 2016¶

Kini, T., & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Learning Policy Institute. https://learningpolicyinstitute.org/our-work/publications-resources/does-teaching-experience-increase-teacher-effectiveness-review-research doi:10.54300/625.642

q2 · i? · review · r2

The review's executive summary and findings heading state that "effectiveness increases at a greater rate" in supportive, collegial environments and with repeated experience in the same grade level, subject, or district; no effect size is printed in the supplied text.

"Teachers’ effectiveness increases at a greater rate when they teach in a supportive and collegial working environment, and when they accumulate experience in the same grade level, subject, or district."

Discussion¶

Related Claims¶

• Teachers improve faster when they teach the same grade level and subject for multiple years — a narrower finding that bears on this claim
• Teachers whose colleagues are more experienced improve more quickly, with novices benefiting most — related
• Teachers are more likely to stay in schools where they perceive colleagues as collaborators, feel influence over their work environment, and trust their principal as an instructional leader — related
• Cohort-based principal preparation is associated with program completion, perceived preparedness, and supportive collegial environments
• High schools improving instruction and teacher collaboration also showed the largest improvements in parent communication
• In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements — related
• More experienced teachers confer benefits to their colleagues and to the school as a whole, as well as to their own students — related
• Working conditions shape educator retention and also influence recruitment decisions and the effectiveness of collaborative evaluation and induction — related
• Program content focused on instruction, collegial organizations, and data use is associated with positive school outcomes — related
• High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes — related