Ana M. Elfers

Teacher Mobility: Looking More Closely at "The Movers" Within a State System

This article summarizes the results of a 2-part study using both state databases and teacher surveys to examine teacher retention and mobility in Washingtons teacher workforce. The first part of the research examined individual teacher records during a 5-year period. Statewide analyses were conducted, and 20 districts were selected for in-depth examination. Data were examined in relation to student demographics, measures of student learning, and poverty level of the school, with special attention given to novice teachers and teachers of color. The second part of the study surveyed a representative sample of teachers regarding their views on factors that influence their decisions to stay or leave their school or school district. Findings suggest that focusing on the nature of teacher mobility within a district is a useful way to examine a number of equity concerns.

Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value-Added Measures.

In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and improvement of teacher education programs. They begin with a review of recent research on how evidence has been used to examine the effectiveness of teacher preparation and development. Using empirical evidence from a state with limited data capacity, they illustrate what can be learned from value-added measures as one form of evidence. As a case in point, the value-added scores for fifth-grade teachers are used to answer the question: To what extent are teachers’ years of experience and the institutions from which they obtained their teacher training related to student achievement? The authors conclude with a discussion of the use of evidence by shifting the focus of accountability from simply responding to external requirements to developing internal practices that generate knowledge for improvement, and argue for collective responsibility among multiple stakeholders.

How School and District Leaders Support Classroom Teachers' Work with English Language Learners.

Purpose: This study examines the ways in which school and district leaders create systems of support for classroom teachers who work with linguistically diverse students. We attempt to uncover the intentional supports leaders put in place for classroom teachers and how this may be part of a broader teaching and learning effort. Research Design: Through a qualitative case study of four districts serving different populations of English Learner (EL) students, we examine school and district leadership actions aimed at helping teachers provide instruction that is responsive to EL learning needs. In each of the four districts, three schools were chosen for in-depth analysis. Through interviews, classroom observations, and document analyses, we highlight the efforts of school and district leaders to bring about instructional change. Findings: The findings from this study are organized around five central themes. These themes include (1) resolving fragmentation by focusing on high-quality instruction, (2) creating a productive blend of district- and school-level leadership initiatives, (3) communicating a compelling rationale, (4) differentiating support systems at elementary and secondary levels, and (5) using data for instructional improvement. This study extends research on the role of school and district leaders in supporting classroom teachers’ work with second language learners.

Possibilities and Potential for Improving Instructional Leadership: Examining the Views of National Board Teachers

The expectation for schools to continually improve outcomes for students underscores the importance of tapping teacher leaders contributions in school improvement and renewal efforts. As National Board (NB) certification has become a common feature of state and district policies to improve teaching and learning, it is worthwhile to explore how this effort has shaped the context and contributions of teacher leadership. Both recent research and a statewide survey of National Board Certified Teachers (NBCTs) suggest that NBCTs may be in a strong position to help support school improvement initiatives. Echoing other studies, findings indicate that NBCTs bring considerable leadership experience to their work and are willing to be engaged in activities necessary to improve teaching and learning. The authors discuss perceived barriers in assuming leadership roles and conclude with approaches that schools, districts, and the National Board for Professional Teaching Standards may take to better tap the leadership potential of accomplished teachers.

Building Systems of Support for Classroom Teachers Working With English Language Learners

Increasing numbers of English learner (EL) students and corresponding pressures to mainstream them mean that districts around the country are facing new challenges as they adapt to meet the needs of these students. For general education teachers, the challenges stem from a role shift in which they are now primarily responsible for the instructional needs of the EL students in their classrooms. This qualitative case study examined the assistance and support general education teachers received to work with linguistically diverse students. This article addresses the ways these efforts can form a “system of support” for teachers. The analysis focuses on 4 districts that serve different populations and proportions of EL students. Through interviews, classroom observations, and document analyses, this article examines how these districts attempted to provide coherent, sustained support to classroom teachers at all levels and, in doing so, created systems of support.

Results of a State Incentive Program on the Supply and Distribution of National Board Certified Teachers

Investment in state incentive policies to support National Board Certified Teachers (NBCTs) prompt consideration of their distribution and retention. This study examines the results of a state’s incentive program for NBCTs, including a targeted bonus for those working in high-poverty schools. A quantitative analysis was conducted of state data using a longitudinal, multi-year design. The analysis included a comparison of NBCTs in high-poverty schools and in schools not identified for an additional bonus. Findings suggest that the proportion and overall supply of NBCTs in high-poverty schools increased over the three-year period. Policy implications regarding the use of incentives are discussed.

Practitioners’ Responses to Washington’s Required Use of Student Growth Measures in Teacher Evaluation

This chapter describes the results from an empirical study of how educators in Washington State are implementing a new teacher evaluation system that requires the use of student growth measures. The study draws from case study work in six districts and 19 schools over a two-year period, using a concurrent mixed-methods design. Particular attention is paid to how the development of student growth goals and the collection of multiple forms of evidence to assess student growth have impacted teachers’ professional learning. Challenges faced by teachers in developing student growth measures appropriate for their students are discussed. The chapter addresses the intersection of policy and practice in seeking to understand the issues faced by educators as they implement a dramatically different evaluation system.