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24 Jun 2017
Brief

Leading on Leadership: A Profile of the New York City Teacher Incentive Fund Grant That Created Teacher Career Pathways

Jenny DeMonte and Robert M. Stonehill

In 2012, the New York City Department of Education faced a problem that many districts struggle with: the schools with the most needs did not necessarily have the tools or the professional learning opportunities needed to substantially improve teaching and learning. This was particularly true in the district’s middle schools, where achievement scores in reading and mathematics had regressed in several previous years and teacher turnover was higher than in elementary and high schools. New York City district leaders recognized that if students are to succeed in high school, college, and career, then achievement in middle school is critical to that trajectory.

To intervene at the middle school level, the district proposed a novel plan: target efforts to support the best teacher talent to the schools with the most need by creating a “career lattice,” allowing the most effective teachers to stay in the classroom while taking on leadership roles to help other teachers.

This brief quotes extensively from interviews with the teachers involved to describe the program's challenges and successes.

PDF icon Leading on Leadership: A Profile of the New York City Teacher Incentive Fund Grant That Created Teacher Career Pathways (PDF)

Related Projects

Project

Educational Innovation in Teacher Incentive Fund Grants

Teacher Incentive Fund (TIF) grants support the use of performance-based compensation and other human capital strategies that enhance and sustain performance-based compensation, in order to increase students’ access to effective educators in high-need schools. AIR provides technical support to the Center for Educational Innovation in New York City, which manages four TIF grants that serve groups of independent charter schools in New York City, Buffalo, and New Jersey.

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Can More Data Help Improve Teacher Preparation?

The U.S. Department of Education’s new regulations for teacher preparation programs ask states and organizations that prepare teachers to provide much more data about graduates’ competence, their persistence in the teacher workforce, and their impact on student learning. But is this the right data needed to improve teaching? In this blog post, Jenny DeMonte gives an overview of the new requirements and examines whether they are likely to improve teaching.
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29 Feb 2016
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In the next decade, almost half of the teaching workforce will be comprised of new teachers. In this video interview, AIR's Jenny DeMonte talks about teacher preparation and the ways we can enhance programs to improve teacher quality.
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Further Reading

  • ESSA │Developing and Supporting Educators
  • Teacher Professional Learning Through Teacher Network Programs
  • State Focus: New York
  • Teacher Shortages: Top 10 Ideas from the First State ESSA Plans
  • Educational Innovation in Teacher Incentive Fund Grants
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Education
Teacher Preparation and Performance

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