State policy actions across the career continuum: attract, prepare, and develop/support/retain educators¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The document enumerates concrete state policy actions organized in three sections with numbered components and subcomponents describing practices used by states and districts. Attract strategies include grow-your-own programs, university-district partnerships, licensure reciprocity, and career path approaches; prepare strategies include aligned certification standards and program approval; develop/support/retain strategies include comprehensive induction, job-embedded professional learning, tiered licensure, competitive compensation, and working-conditions supports. Components were identified based on research summarized in the Educator Talent Management Framework (Meyer, Nelson, & Mann, 2019) and created with content experts.

Design Implications¶

Context¶

Requirements¶

• Coordination among state, district, and school levels, since neither states nor districts and schools can achieve success on their own

Constraints¶

• State influence on some components, such as recruitment and hiring and working conditions, is more limited than that of local decision makers

Target Learners¶

• State education agencies
• District leaders
• Educator preparation programs

Target Learning Goals¶

• Equitable student access to effective teachers and leaders through strategic educator talent management

Affordances¶

• Talent Development Framework Three Sections

Related Strategies¶

• CEO Forum recommendations: prepare and certify teachers for technology integration across pre-service, licensure, and in-service career stages
• Districts should map virtual-learning and equity actions onto the seven domains of a comprehensive, aligned principal pipeline
• Grow-your-own teacher training programs targeting community members facing certification and career-change barriers
• Grow-your-own and recruitment initiatives: alternative programs, Minority Serving Institutions, high-school pipeline programs, and district human-capital efforts to diversify the teacher workforce.
• Grow-your-own teacher pipelines and institutionalized peer-based professional learning to build a qualified newcomer-school workforce
• Seven-policy comprehensive approach to equalizing student access to certified and experienced teachers
• Use state licensing and program approval standards, infrastructure investment, equity targeting, and pipeline reforms to improve principal learning
• Underwrite comprehensive preparation, improve teaching conditions, raise compensation, and expand induction to retain teachers of color
• State and federal policy recommendations: recruit and prepare more candidates, retain new teachers through early-career mentoring, and improve working conditions
• Districts use financial, personnel management, and working-conditions strategies to recruit and retain teachers, including leadership compensation, mentoring, and collaboration time
• Offer flexible part-time instructional roles to bring certified, nonemployed educators back into classrooms
• Build diverse school leader pipelines through HBCU/HSI preparation partnerships, transparent diversity data, equitable hiring supports, affinity networks, and Grow Your Own teacher pathways
• Invest in retention efforts for teachers of color that improve working conditions and provide personal and professional growth opportunities
• Form partnerships with community organizations, higher education, and CTE programs to expand emergency staffing and build the talent pipeline
• Multi-pronged state investments to diversify and retain the educator workforce

Examples¶

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Key Sources¶

• Talent Development Framework: Improving Access to Excellent Educators for All Students. (2020). Center on Great Teachers and Leaders at the American Institutes for Research. https://gtlcenter.org