Using Title II professional development funds to strengthen teacher preparation, recruitment, induction, and support in high-need schools¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends that states and districts use ESSA Title II professional development funding to strengthen teacher preparation, recruitment, induction, support, and advancement, increasing teacher effectiveness and retention. Strategies listed include differential pay, class size reductions, engagement of parents and community partners, coordination of school and community services, and professional development for educators serving students with disabilities, English learners, and young children. The report states evidence points to strong, well-subsidized preparation and mentoring for beginning teachers, which improve retention and effectiveness.

Design Implications¶

Context¶

Requirements¶

• Any increase in Title II formula funding must result in a greater allocation to states with high rates of students living in poverty

Constraints¶

• The report frames these as strategies states and districts could adopt, not as tested interventions from this report

Target Learners¶

• students in high-need, hard-to-staff schools
• students living in poverty
• English learners
• students with disabilities

Target Learning Goals¶

• equitable access to effective, in-field, experienced teachers
• reduced teacher turnover in high-need schools

Claims¶

• Underprepared teachers are two to three times more likely to leave than prepared teachers, driving a revolving door in high-poverty schools [+W]

Related Strategies¶

• Seven-policy comprehensive approach to equalizing student access to certified and experienced teachers
• Invest in educator professional learning on experiential AI pedagogies using existing federal funding streams
• Sequenced multi-year investment plan across teacher and principal pipelines, early childhood, high-poverty schools, funding, and assessment and accountability to achieve Leandro compliance

Examples¶

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Key Sources¶

• Cook-Harvey, C.M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA: Leveraging Educational Opportunity Through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute. http://learningpolicyinstitute.org/product/equity-essa