Resources for Additional Reading
Resources for Introduction
Ensuring Equitable Access to Strong Teachers: Important Elements of an Effective State Action Plan
Organization: The Education Trust
Summary: This May 2015 guide provides state leaders with elements that are essential to consider when developing a state action plan that ensures all students have equitable access to effective teachers.
How To Fix the Large and Growing Latinx Teacher-Student Gap
Organization: Center for American Progress
Summary: This 2018 issue brief highlights the importance of building a strong and stable Latinx teacher workforce to adequately support the diverse needs of the Latinx student population.
Through Our Eyes: Perspectives and Reflections of Black Teachers
Organization: The Education Trust
Summary: This November 2016 report presents the findings of a qualitative study on the experiences and perspectives of Black teachers in America that impact their desire to stay in the profession.
Is Your State Prioritizing Teacher Diversity & Equity?
Organization: Education Trust
Summary: This interactive tool highlights the educator diversity policy and practices from each of the 50-states. By providing each state’s educator diversity data and policies profile, each state’s teachers’ racial and cultural diversity composition can be compared.
Taking the Long View: State Efforts to Solve Teacher Shortages by Strengthening the Profession
Organization: Learning Policy Institute
Summary: This 2018 report focuses on six evidence-based policies that states are pursuing to address their teacher shortages while also strengthening their educator workforce.
Union Role in Diversifying the Educator Workforce
Organization: American Federation of Teachers
Summary: This 2017 report underscores the importance of increasing the number of public-school teachers and diversifying the teacher workforce to keep pace with the changing demographic and needs of students.
Teaching: Respect but Dwindling Appeal
Organization: Phi Delta Kappan (PDK)
Summary: This 2018 report presents the findings of a survey of adults in the United States to gain insight into their views on the American public school system.
Resources for Chapter 1: High-Impact Recruitment Strategies
Diversifying the Teacher Profession: How to Recruit and Retain Teachers of Color
Organization: Learning Policy Institute
Summary: This 2018 report draws on nationally representative data as well as a body of research on recruiting and retaining teachers of color all along the teacher pipeline.
Growing the Teaching Profession: A Blueprint to Establishing a Place-Based Grow Your Own Program
Organization: Educators Rising
Summary: PDK International worked with experts to create a step-by-step guide to creating and implementing a place-based grow your own program, helping you improve your efforts to recruit, support, and develop teachers that come from and reflect your communities.
How Effective Are Loan Forgiveness and Service Scholarships for Recruiting Teachers?
Organization: Learning Policy Institute
Summary: This policy brief shares research on teacher loan forgiveness and service scholarship programs and the
impact in both recruiting and retaining teachers.
Solving the Teacher Shortage: How to Attract and Retain Excellent Educators
Organization: Learning Policy Institute
Summary: This report reviews the pressing issues of how to staff classrooms with a stable teaching force responsive to complex student needs and the growing demands of the knowledge economy.
Resources for Chapter 2: High-Retention and Culturally Responsive Preparation
Grow Your Own Teachers: A 50-state Scan of Policies and Programs
Organization: New America
Summary: This brief presents the findings of a 50-state scan designed to identify programs and to investigate state policies that support Grow Your Own program development, implementation, and sustainability.
Grow Your Own Programs for Bilingual Educators: Essential Policies and Practices
Organization: New America
Summary: This resource is designed to provide state and local leaders with a foundational set of practices and policies to consider when designing and implementing Grow Your Own programs for bilingual educators.
Teacher Residencies: Redefining Preparation Through Partnerships
Organization: National Education Association
Summary: This 2014 report provides recommendations on how to best develop high-quality residency programs that promote more comprehensive preparation systems through the active engagement of stakeholders.
Preparing Teachers for Deeper Learning at San Francisco Teacher Residency
Organization: Learning Policy Institute
Summary: This 2019 brief is based on a case study of the San Francisco Teacher Residency, sought to explore how leading programs are creating ways to prepare future teachers for deeper learning and equity and to understand the policies needed to transform teacher education systemwide.
The Teacher Residency: An Innovative Model for Preparing Teachers
Organization: Learning Policy Institute
Summary: This 2016 report summarizes the essential features of teacher residency programs nationally and provides research about the impact of teacher residency programs on teacher recruitment, retention, and student achievement.
Sustainable Strategies for Funding Teacher Residencies: Lessons From California
Organization: EdPrep Lab
Summary: This 2020 report highlights the impact of California’s support of a burgeoning landscape of teacher residency partnerships and the creative funding strategies that programs are using to sustain these efforts.
Resources for Chapter 3: Effective Retention Strategies
America's Leaky Pipeline for Teachers of Color
Organization: Center for American Progress
Summary: This 2014 report addresses how the shortcomings of today’s education system, and the underachievement of many of today’s students of color, shrink the future supply of teachers of color.
Building and Sustaining Talent: Creating Conditions in High-Poverty Schools that Support Effective Teaching and Learning
Organization: The Education Trust
Summary: This 2012 report reviews the growing concern over the conditions of quality teaching and learning in high-poverty schools throughout the U.S. and the districts responsibility for making all school places where good teachers want to work.
Exploring Turnover and Retention Patterns Among Tennessee's Teachers of Color
Organization: Tennessee Education Research Alliance- Vanderbilt University
Summary: This brief explores turnover patterns among teachers of color in Tennessee and findings of significant turnover differences between Black and White teachers and how some of these differences can be explained.
Teacher Turnover: Why It Matters and What We Can Do About It
Organization: Learning Policy Institute
Summary: This 2017 report builds on findings addressing teaching turnover, the hiring of unqualified candidates to fill vacancies and policy considerations that can address attrtion.
Investing in Talent Development: A Funding Guide for Supporting the Teacher Workforce With Federal, Private, and State Funds
Organization: American Institutes for Research Center on Great Teachers and Leaders
Summary: This guide identifies potential funding that can be leveraged by SEAs, LEAs, and educator preparation providers to address teacher professional growth and talent development across the full educator career continuum—from attracting and preparing candidates to retaining teachers in the profession—including eligibility requirements, mechanisms to apply or use the funding, informational resources, and the specific activities authorized within the funding stream.
Teacher Induction Program Standards
Organization: New Teacher Center
Summary: This 2018 standards framework from New Teacher Center (NTC) outlines best practices for designing and realizing a versatile, high-quality teacher induction program.
Harnessing Micro-Credentials for Teacher Growth: A National Review of Early Best Practices
Organization: New America
Summary: New America analyzed the national landscape of educator micro-credentials (MCs) to determine how best to harness their potential to attract, develop, and retain great teachers more successfully. This report summarizes early best practices for ensuring quality MC offerings, as well as lessons learned about the necessary conditions for teachers to succeed with MCs.
Harnessing Micro-Credentials for Teacher Growth: A Model State Policy Guide
Organization: New America
Summary: This brief draws upon its companion report, Harnessing Micro-Credentials for Teacher Growth: A National Review of Early Best Practices, as well as New America’s previous work on educator micro-credentials, to outline a set of model policy proposals for states to effectively incorporate high-quality micro-credentials into educator policies and practices for ongoing professional development, license renewal, and advancement.
Why Black Women Teachers Leave and What Can Be Done About It
Organization: Learning Policy Institute
Summary: This 2017 report shares findings from a chapter in the book Black Female Teachers: Diversifying the United States’ Teacher Workforce, where the authors look at Black teacher attrition, reporting that Black teacher turnover rates are significantly higher than those of other teachers.
Role of the Principal in Beginning Teacher Induction
Organization: New Teacher Center
Summary: Starting from the premise that school leaders are integral to teacher retention and induction, this 2016 practice brief outlines modes for principal support of teacher induction. It covers several areas, including how the principal can lead on school visions and policies, help support teacher mentors, integrate teacher formative assessment with principal evaluation, and generally improve teacher and school culture.
Resources for Chapter 4: The Critical Role of Principals
Building Ranks™: A Comprehensive Framework for Effective School Leaders
Organization: National Association of Secondary School Principals
Summary: This guide offers the school leader solutions to strengthen their leadership and meet the needs of your learning community in an increasingly complex world.
What It Takes to Operate and Maintain Principal Pipelines: Costs and Other Resources
Organization: The Wallace Foundation
Summary: This 2017 first-of-its-kind study, based on the work of six large urban districts, offers answers to what it takes to operate and maintain principal pipelines
Understanding and Addressing Principal Turnover: A Review of the Research
Organization: Learning Policy Institute/ National Association of Secondary School Principals
Summary: This 2019 report reviews the research behind understanding principal turnover and strategies to sustain principal retention.
State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups
Organization: Policy Studies Associates
Summary: This 2017 report reviews a dozen combined states involved in an effort to boost school leadership by improving on-the-job supports for principals.
The Role of Principals in Addressing Shortages
Organization: Learning Policy Institute
Summary: This 2017 research brief highlights the critical importance of recruiting and retaining excellent teachers and principals, especially for those living in underserved communities, for the success of future generations.
Principal Pipelines A Feasible, Affordable, and Effective Way for Districts to Improve Schools Organization
Organization: The Wallace Foundation, RAND Corporation, Policy Studies Associates
Summary: This evaluation report describes the implementation and effects of the Principal Pipeline Initiative (PPI) on student achievement, other school outcomes, and principal retention.
Support for Instructional Leadership: Supervision, Mentoring, and Professional Development for U.S. School Leaders: Findings From the American School Leader Panel
Organization: Wallace Foundation/RAND’s American School Leader Panel
Summary: This 2016 report presents findings from a survey conducted RAND’s American School Leader Panel, a nationally representative sample of principals, to provide a more transparent and comprehensive understanding of the on-the-job supports that school leaders receive.
Designing Leadership Academies for Principal Professional Learning
Organization: State Support Network Partnering for School Improvement
Summary: The purpose of this April 2020 resource report is to help states better understand how to design and implement state leadership academies to support school improvement.
How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research
Organization: The Wallace Foundation
Summary: This 2021 research report summarizes what researchers have learned about the connection between school leadership and student achievement and other outcomes in the United States since 2000.
Policy and Advocacy Center: Position Statement: Educator Diversity
Organization: National Association of Secondary School Principals
Summary: This position statement highlights the lack of racial and ethical diversity in the education workforce in many schools across the country and offers recommendations to policy makers and district and school leaders.
Policy and Advocacy Center: Position Statement: Teacher Leadership
Organization: National Association of Secondary School Principals
Summary: This position statement expresses support for teacher leadership and offers recommendations to policy makers and school leaders on how to create sustainable and supportive systems for teacher leaders to collaborate with principals for the success of their students.
Resources from Chapter 5: Competitive and Equitable Compensation
Student Debt: An Overlooked Barrier to Increasing Teacher Diversity
Organization: Center for American Progress
Summary: This 2019 report focuses on Black and Latinx prospective teachers and current teachers’ student loan debt, which may present a barrier to them entering and staying in the teaching profession. The report provides six policy recommendations that may reduce Black and Latinx teachers’ student loan debt and increase diversity within the teaching profession.
Teacher Pay Penalty Dips but Persists in 2019
Organization: Economic Policy Institute (EPI)
Summary: This 2020 report analyzes data on the teacher pay penalty, which is the percent by which public teachers are paid less than comparable workers. This study, which is updated on a yearly basis, finds that public school teachers earn about 20% less in weekly wages than nonteacher college graduates (teacher pay penalties by state are also offered). The study looks at the wage penalties faced by gender from 1979 to 2019 and concludes that raising the level of teacher compensation, including wages, is critical to recruiting and retaining higher-quality teachers.
Endnotes
We are fixing endnotes due to technical difficulties in transitioning the playbook between platforms. Please use the pdf version for the most accurate links, and thank you for your patience until end of May 2021.
1 Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Long_View_REPORT.pdf (accessed 03/26/21).
2 Darling-Hammond, L. (2017, September 20). Where have all the teachers gone? [Blog post]. https://learningpolicyinstitute.org/blog/where-have-all-teachers-gone.
3 Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching (accessed 04/13/21).
4 Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching (accessed 04/13/21).
5 Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report (accessed 01/28/21).
6 Learning Policy Institute. (2020, October 22). State and federal opportunities to support more diverse and inclusive school systems [Webinar]. https://learningpolicyinstitute.org/event/webinar-state-and-federal-opportunities-support-more-diverse-and-inclusive-school-systems (accessed 03/02/21).
7 National Teacher and Principal Survey. Percentage distribution of teachers, by race/ethnicity, school type, and years of teaching experience: 2017–18. https://nces.ed.gov/surveys/ntps/tables/ntps1718_20092101_t12n.asp (accessed 04/8/21).
8 Ingersoll, R., May, H., & Collins, G. (2017). Minority teacher recruitment, employment, and retention: 1987 to 2013. Learning Policy Institute.
9 National Center for Education Statistics. (2020). “Racial/Ethnic Enrollment in Public Schools” in The Condition of Education. https://nces.ed.gov/programs/coe/indicator_cge.asp#info (accessed 04/10/21).
10 Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it [Brief]. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-turnover-brief.
11 The Education Trust–New York. (2017). See our truth. https://newyork.edtrust.org/wp-content/uploads/2017/10/See-Our-Truth.pdf (accessed 03/29/21).
12 Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Turnover_REPORT.pdf (accessed 3/26/21).
13 Partelow, L. (2019). What to make of declining enrollment in teacher preparation programs. Center for American Progress. https://www.americanprogress.org/issues/education-k-12/reports/2019/12/03/477311/make-declining-enrollment-teacher-preparation-programs/ (accessed 03/26/21).
14 DiNapoli, M. (2021, February 10). Eroding opportunity: COVID-19’s toll on student access to well-prepared and diverse teachers [Blog post]. https://learningpolicyinstitute.org/blog/covid-eroding-opportunity-student-access-prepared-diverse-teachers (accessed 04/01/21).
15 Rothstein, J., & Rouse, C. E. (2011). Constrained after college: Student loans and early-career occupational choices. Journal of Public Economics, 95(1), 149–163. https://www.sciencedirect.com/science/article/abs/pii/S0047272710001337 (accessed 07/15/20).
16 Baum, S., & O’Malley, M. (2003). College on credit: How borrowers perceive their education debt. Journal of Student Financial Aid, 33(3), 7–19. https://ir.library.louisville.edu/jsfa/vol33/iss3/1/?utm_source=ir.library.louisville.edu%2Fjsfa%2Fvol33%2Fiss3%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages (accessed 07/15/20).
17 Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report (accessed 03/10/21); Ingersoll, R., & May, H. (2011). Recruitment, retention and the minority teacher shortage [CPRE Research Report #RR-69]. Consortium for Policy Research in Education, University of Pennsylvania. https://www.cpre.org/sites/default/files/researchreport/1221_minorityteachershortagereportrr69septfinal.pdf (accessed 03/10/21).
18 Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report (accessed 03/10/21).
19 Behrman, L. (2018, December 29). ‘You need all teachers’: Schools with diverse student populations still struggle to hire minority educators. Pittsburgh Post-Gazette. https://www.post-gazette.com/news/education/2018/12/29/Pittsburgh-Public-Schools-Allegheny-County-Woodland-Hills-teacher-student-diversity-recruiting/stories/201812290004 (accessed 03/20/21).
20 Behrman, L. (2018, December 29). ‘You need all teachers’: Schools with diverse student populations still struggle to hire minority educators. Pittsburgh Post-Gazette. https://www.post-gazette.com/news/education/2018/12/29/Pittsburgh-Public-Schools-Allegheny-County-Woodland-Hills-teacher-student-diversity-recruiting/stories/201812290004 (accessed 03/20/21).
21 Washington State Professional Educator Standards Board. (2020). Recruiting Washington teachers: 2019–20 annual report. https://drive.google.com/file/d/1RgjvWWEq-uJnjk0tAIpPZ8jikklR-Mrg/view (accessed 03/20/21).
22 Geiger, B., & Rosenberg, M. (2018). Recruiting Washington Teachers program: 2017–18 annual report. Washington State Professional Educator Standards Board. https://drive.google.com/file/d/1dFlYppi9ykSDKaR7Ak5yG2r3Mn4vZdy7/view.
23 The Riley Institute at Furman University. (n.d.). Teacher Cadet Program. https://riley.furman.edu/sites/default/files/docs/Teacher%20Cadet.pdf (accessed 04/06/21).
24 Teacher Cadets. (n.d.). Real-time data for South Carolina Teacher Cadets. https://www.teachercadets.com/real-time-sc-data.html (accessed 03/20/21).
25 Teacher Cadets. (n.d.). Research. https://www.teachercadets.com/research.html (accessed 03/20/21).
26 Today’s Students, Tomorrow’s Teachers. (n.d.). Fact sheet. http://tstt.org/fact-sheet/ (accessed 03/20/21).
27 Perkins, B. (2016). Growing the next generation: A program encourages students of color to become teachers. American Educator, Fall, 12–16. https://files.eric.ed.gov/fulltext/EJ1115491.pdf (accessed 03/20/20).
28 Today’s Students, Tomorrow’s Teachers. (n.d.). Fact sheet. http://tstt.org/fact-sheet/ (accessed 03/28/20).
29 Beuten, C. (2017, July 24). Pathways2Teaching encourages youths to teach close to home. University of Colorado. https://www.cu.edu/article/pathways2teaching-encourages-youths-teach-close-home (accessed 02/20/20).
30 Madhavi, T., Bianco, M., & Zion, S. (2015). “Pathways2Teaching: Being, and Becoming, a ‘Rida’” in Sleeter, C., Neal, L., & Kumashiro, K. (Eds.). Diversifying the Teacher Workforce (pp.111–125). Routledge. https://www.researchgate.net/publication/301585077_Pathways2Teaching_Being_and_Becoming_a_Rida (accessed 10/25/20).
31 Podolsky, A., & Kini, T. (2016). How effective are loan forgiveness and service scholarships for recruiting teachers? Learning Policy Institute. https://learningpolicyinstitute.org/product/how-effective-are-loan-forgiveness-and-service-scholarships-recruiting-teachers (accessed 03/02/20).
32 Podolsky, A., & Kini, T. (2016). How effective are loan forgiveness and service scholarships for recruiting teachers? Learning Policy Institute. https://learningpolicyinstitute.org/product/how-effective-are-loan-forgiveness-and-service-scholarships-recruiting-teachers (accessed 03/02/20).
33 Liou, P. Y., & Lawrenz, F. (2011). Optimizing teacher preparation loan forgiveness programs: Variables related to perceived influence. Science Education Policy, 95(1), 139. https://onlinelibrary.wiley.com/doi/full/10.1002/sce.20409 (accessed 10/25/20).
34 Office of the Legislative Auditor, State of Minnesota. (2021). Collaborative Urban and Greater Minnesota Educators of Color (CUGMEC) grant program: 2021 evaluation report. https://www.auditor.leg.state.mn.us/ped/pedrep/cugmec.pdf (accessed 10/25/20).
35 Henry, G. T., Bastian, K. C., & Smith, A. A. (2012). Scholarships to recruit the “best and brightest” into teaching: Who is recruited, where do they teach, how effective are they, and how long do they stay? Educational Researcher, 41(3), 83–92. https://publicpolicy.unc.edu/wp-content/uploads/sites/107/2015/07/Scholarships-to-Recruit-the-Best-and-Brightest-Into-Teaching.pdf (accessed 10/25/20).
36 State of Wisconsin Higher Education Aids Board. (n.d.). Wisconsin Minority Teacher Loan program information. http://heab.state.wi.us/docs/programs/mtl-flyer.pdf (accessed 10/10/20).
37 Wroge, L. (2019, June 20). Minority teacher eligibility rules may be eased. Wisconsin State Journal. https://madison.com/wsj/news/local/education/local_schools/lawmakers-look-to-expand-eligibility-for-loan-program-to-diversify/article_dbd1df24-c24f-5898-a5d5-6708122a2916.html (accessed 10/25/20).
38 Hrabowski, F. A., III, & Sanders, M. G. (2015). Increasing racial diversity in the teacher workforce: One university’s approach. Thought & Action, Winter, 101–116. https://eric.ed.gov/?id=EJ1086971 (accessed 10/25/20).
39 Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report (accessed 03/10/21).
40 Hyler, M. E., Wechsler, M. E., Carver-Thomas, D., & Willis, L. (2019). Marching toward racial equity: How Jefferson County Public Schools is improving opportunities for students of color. Unpublished manuscript, Learning Policy Institute.
41 Vanderhaar, J. (2014). Equity & Inclusion Institute, Jefferson County Public Schools 2013–2014: Evaluation report. Jefferson County Public Schools. https://www.jefferson.kyschools.us/sites/default/files/EquityInclud13_14JV.pdf (accessed 10/25/20).
42 Kobin, B. (2020, October 28). JCPS is hiring and keeping more teachers of color, but is it enough to meet equity goals? Louisville Courier Journal. https://www.courier-journal.com/story/news/education/2020/10/28/jefferson-county-public-schools-still-short-racial-equity-goals/3755555001/ (accessed 10/25/20).
43 Westat. (2019). A qualitative evaluation of the early implementation of and current participants’ experiences with the NYC Men Teach Program. https://www1.nyc.gov/assets/opportunity/pdf/evidence/nyc-men-teach-rpt-2019.pdf (accessed 10/25/20).
44 Seattle Public Schools. (2020, September 9). Recruiting and retaining leaders, teachers, and staff of color. https://www.seattleschools.org/district/calendars/news/what_s_new/workforce_diversity (accessed 10/25/20).
45 Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791 (accessed 08/10/20).
46 Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report (accessed 03/10/21).
47 Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. National Comprehensive Center for Teacher Quality; Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute; Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education, 36, 143–152; Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 241–279.
48 Pelavin, S. H., & Kane, M. (1990). Changing the odds: Factors increasing access to college. College Entrance Examination Board. https://eric.ed.gov/?id=ED326095 (accessed 08/20/21).
49 U.S. Department of Education, Higher Education Act Title II State Report Card System. (2015). Enrollment, by state, by gender and race/ethnicity. https://title2.ed.gov/Public/DataTools/Tables.aspx (accessed 04/05/20).
50 Ingersoll, R., Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition? [Research Report #RR-82]. Consortium for Policy Research in Education, University of Pennsylvania; Henke, R., Chen, X., & Geis, S. (2000). Progress through the teacher pipeline: 1992–93 college graduates and elementary/secondary school teaching as of 1997 [Postsecondary Education Descriptive Analysis Report]. U.S. Department of Education, National Center for Education Statistics.
51 Carver-Thomas, D., Leung, M., & Burns, D. (2021). California teachers and COVID-19: How the pandemic is impacting the teacher workforce. Learning Policy Institute; Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute; Darling-Hammond, L., Sutcher, L., & Carver-Thomas, D. (2018). Teacher shortages in California: Status, sources, and potential solutions. Getting Down to Facts II. Policy Analysis for California Education, Stanford University. https://gettingdowntofacts.com/publications/teacher-shortages-california-status-sources-and-potential-solutions (accessed 05/12/20).
52 Ingersoll, R., May, H., & Collins, G. (2017). Minority teacher recruitment, employment, and retention: 1987 to 2013. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Minority_Teacher_Recruitment_REPORT.pdf (accessed 03/10/21); Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report (accessed 03/10/21).
53 University of Colorado Boulder, School of Education. (2015, July 30). Terrenda White on teachers of color: “We’re bringing them in, but we’re losing them.” https://www.colorado.edu/education/2015/07/30/terrenda-white-teachers-color-were-bringing-them-were-losing-them (accessed 04/02/20).
54 National Center for Teacher Residencies (NCTR). (2017). 2016–17 network partner report. https://nctresidencies.org/wp-content/uploads/2021/02/NCTR-2015-Network-Impact-Overview.pdf (accessed 04/01/21).
55 U.S. Department of Education. (2018). 2018 Title II reports: National teacher preparation data. Enrollment, by state, by gender and race/ethnicity [2016–17 academic year data set]. https://title2.ed.gov/Public/DataTools/Tables.aspx (accessed 02/05/20).
56 Learning Policy Institute. (2016). Teacher residencies in California. https://learningpolicyinstitute.org/product/teacher-residencies-california (accessed 02/05/20).
57 Solomon, J. (2009). The Boston Teacher Residency: District-based teacher education. Journal of Teacher Education, 60(5), 478–88. https://doi.org/10.1177/0022487109349915 (accessed 01/28/21).
58 Papay, J. P., West, M. R., Fullerton, J. B., & Kane, T. J. (2012). Does an urban teacher residency increase student achievement? Early evidence from Boston. Educational Evaluation and Policy Analysis, 34(4), 413–434. https://doi.org/10.3102/0162373712454328 (accessed 01/28/21).
59 Darling-Hammond, L., Oakes, J., Wojcikiewicz, S., Hyler, M. E., Guha, R., Podolsky, A., Kini, T., Cook-Harvey, C., Mercer, C., & Harrell A. (2019). Preparing teachers for deeper learning (Research brief). Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Preparing_Teachers_Deeper_Learning_BRIEF.pdf (accessed 06/20/20).
60 Guha, R., Hyler, M. E., and Darling-Hammond, L. (2016). The teacher residency: An innovative model for preparing teachers. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-residency (accessed 06/20/20).
61 Darling-Hammond, L., Oakes, J., Wojcikiewicz, S., Hyler, M. E., Guha, R., Podolsky, A., Kini, T., Cook-Harvey, C., Mercer, C., & Harrell, A. (2019). Preparing Teachers for Deeper Learning. Harvard Education Press.
62 Darling-Hammond, L., Oakes, J., Wojcikiewicz, S., Hyler, M. E., Guha, R., Podolsky, A., Kini, T., Cook-Harvey, C., Mercer, C., & Harrell, A. (2019). Preparing Teachers for Deeper Learning. Harvard Education Press.
63 Darling-Hammond, L., Oakes, J., Wojcikiewicz, S., Hyler, M. E., Guha, R., Podolsky, A., Kini, T., Cook-Harvey, C., Mercer, C., & Harrell, A. (2019). Preparing Teachers for Deeper Learning. Harvard Education Press.
64 Urban Teacher Residency United. (2014). Measuring UTRU network program impact 2014. https://nctresidencies.org/research/measuring-utru-network-program-impact-2014/ (accessed 01/28/21).
65 Commission on Teacher Credentialing. (2020). Update on the teacher residency grant programs. https://www.ctc.ca.gov/docs/default-source/commission/agendas/2020-12/2020-12-2d.pdf?sfvrsn=a23028b1_2 (accessed 04/05/21).
66 Baxter, M. (2021, January 27). Why teacher residencies are becoming the next big thing in teacher prep [Blog post]. https://rodelde.org/why-teacher-residencies-are-becoming-the-next-big-thing-in-teacher-prep/ (accessed 03/25/21).
67 Commission on Teacher Credentialing. (2015). California School Paraprofessional Teacher Training Program, an annual report to the legislature as required by SB 1636. https://www.ctc.ca.gov/docs/default-source/commission/reports/pttp-2015-report.pdf?sfvrsn=51452d6b_2 (accessed 02/11/20).
68 Commission on Teacher Credentialing. (2008). California School Paraprofessional Teacher Training Program, an annual report to the legislature as required by SB 1636. http://www.ctc.ca.gov/reports/PTTP_2008_LegRpt.pdf (accessed 01/25/20).
69 Ma, J., & Baum, S. (2016). Trends in community colleges: Enrollment, prices, student debt, and completion [Research brief]. College Board. https://research.collegeboard.org/pdf/trends-community-colleges-research-brief.pdf (accessed 03/25/21); Everfi. (n.d.). A quick rundown of community college diversity statistics. https://everfi.com/blog/colleges-universities/community-college-diversity-statistics/ (accessed 03/25/21).
70 Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Turnover_REPORT.pdf (accessed 3/26/21).
71 Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report (accessed 03/10/21).
72 Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Turnover_REPORT.pdf (accessed 03/26/21).
73 Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. https://doi.org/10.3102/0002831212463813.
74 Barnes, G., Crowe, E., & Schaefer, B. (2007). The cost of teacher turnover in five school districts: A pilot study. National Commission on Teaching and America’s Future. (Cost adjusted for inflation using the Bureau of Labor Statistics Consumer Price Index Inflation Calculator.)
75 Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P. M., & Burns, D. (2020). Inequitable opportunity to learn: Student access to certified and experienced teachers. Learning Policy Institute. https://learningpolicyinstitute.org/product/crdc-teacher-access-report (accessed 09/20/20).
76 Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching (accessed 04/13/21).
77 Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NAASP Bulletin, 88(638), 28–40.
78 Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Learning Policy Institute. https://learningpolicyinstitute.org/product/solving-teacher-shortage (accessed 01/28/21).
79 Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Learning Policy Institute. https://learningpolicyinstitute.org/product/solving-teacher-shortage (accessed 01/28/21).
80 Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute. https://learningpolicyinstitute.org/product/does-teaching-experience-increase-teacher-effectiveness-review-research.
81 Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view-report (accessed 01/28/21).
82 Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report (accessed 01/28/21).
83 Goldrick, L. (2016). Support from the start: A 50-state review of policies on new educator induction and mentoring. The New Teacher Center. https://newteachercenter.org/wp-content/uploads/2016CompleteReportStatePolicies.pdf (accessed 04/10/21).
84 Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Learning Policy Institute. https://learningpolicyinstitute.org/product/solving-teacher-shortage (accessed 01/28/21).
85 Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view-report (accessed 01/28/21).
86 Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view-report (accessed 01/28/21).
87 Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view-report (accessed 01/28/21).
88 Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view-report (accessed 01/28/21).
89 Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf (accessed 03/21/21).
90 Bajaj, M. (2016). Community walks: A day of learning for schools. Learning for Justice. https://www.learningforjustice.org/magazine/community-walks-a-day-of-learning-for-schools (accessed 03/07/21).
91 Lotan, R. A., Burns, D., & Darling-Hammond, L. (2019). The Instructional Leadership Corps: Entrusting professional learning in the hands of the profession. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/ILC_Cross-Case_REPORT.pdf (accessed 03/31/21).
92 Wu, E. (2020). ILC Voices From the Field: MVLA UHSD HS English Chair & ILC Alum Esther Wu [Audio recording]. Instructional Leadership Corps. https://ilcvoices.sites.stanford.edu/#listen-76 (accessed 04/03/21).
93 Education Commission of the States. (2018). 50-state comparison: Teacher leadership and licensure advancement. https://www.ecs.org/50-state-comparison-teacher-leadership-and-licensure-advancement/ (accessed 01/28/21).
94 Gallagher, H. A., Woodworth, K. R., & Arshan, N. L. (2015). Impact of the National Writing Project’s College-Ready Writers Program on teachers and students. SRI International. https://www.nwp.org/uploads/files/sri-crwp-research-brief_nov-2015-final.pdf (accessed 03/21/21).
95 Sheldon, S. B., & Jung, S. B. (2018). Student outcomes and parent teacher home visits. Center on School, Family, & Community Partnerships, Johns Hopkins University. http://www.pthvp.org/wp-content/uploads/2018/12/18-11-30-Student-Outcomes-and-PTHV-Report-FINAL.pdf (accessed 04/12/21).
96 Brown, M., & Vitucci, R. (2016). Peer assistance and review: Pathways to growth lessons from five districts. American Federation of Teachers. https://www.aft.org/sites/default/files/parreport0316.pdf (accessed 04/07/21).
97 Johnson, S. M., Fiarman, S. E., Munger, M. S., Papay, J. P., Qazilbash, E. K., & Wheeler, L. (n.d.). A user’s guide to Peer Assistance and Review. Harvard Graduate School of Education. https://www.gse.harvard.edu/~ngt/par/parinfo/ (accessed 04/10/21).
98 Johnson, S. M., Fiarman, S. E., Munger, M. S., Papay, J. P., Qazilbash, E. K., & Wheeler, L. (n.d.). A user’s guide to Peer Assistance and Review. Harvard Graduate School of Education. https://www.gse.harvard.edu/~ngt/par/parinfo/ (accessed 04/10/21).
99 Brown, M., & Vitucci, R. (2016). Peer Assistance and Review: Pathways to growth lessons from five districts. American Federation of Teachers. https://www.aft.org/sites/default/files/parreport0316.pdf (accessed 04/07/21).
100 Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Turnover_REPORT.pdf (accessed 03/31/21).
101 Interview with Cornell Ellis and Karis Parker (2021, March 15).
102 Interview with Cornell Ellis and Karis Parker (2021, March 15).
103 Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Learning Policy Institute. https://learningpolicyinstitute.org/product/solving-teacher-shortage (accessed 01/28/21).
104 Ingersoll, R. M., Dougherty, P., & Sirinides, P. (2017). School leadership counts. New Teacher Center. https://p.widencdn.net/q1hzuq/Richard-Ingersoll-School-Leadership-Counts (accessed 04/07/21).
105 Partnership for the Future of Learning. (2018). Community Schools Playbook. https://communityschools.futureforlearning.org/ (accessed 03/04/21).
106 Berry, B., Bastian, K. C., Darling-Hammond, L., & Kini, T. (2021). The importance of teaching and learning conditions. Learning Policy Institute. https://learningpolicyinstitute.org/product/leandro-teaching-and-learning-conditions-brief (accessed 04/07/21).
107 Kang, R., Saunders, M., & Weinberg, K. (2021). Collaborative leadership as the cornerstone of community schools: Policy, structures, and practice. UCLA Center for Community Schooling. https://communityschooling.gseis.ucla.edu/collaborative-leadership/ (accessed 03/05/21).
108 Partnership for the Future of Learning. (2018). Community Schools Playbook. https://communityschools.futureforlearning.org/ (accessed 03/04/21).
109 Maier, A., Klevan, S., & Ondrasek, N. (2020). Leveraging Resources Through Community Schools: The role of technical assistance. Learning Policy Institute. https://learningpolicyinstitute.org/product/leveraging-resources-community-schools-technical-assistance-brief (accessed 04/07/21).
110 Department of Legislative Services Maryland General Assembly (2020). 2020 Session: Major issues in review. http://mgaleg.maryland.gov/Pubs/LegisLegal/2020rs-session-major-issues-review.pdf (accessed 04/08/21).
111 Grissom, J. A., Egalite, A. J., & Lindsay, C A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf (accessed 03/25/21).
112 Grissom, J. A., Egalite, A. J., & Lindsay, C A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf (accessed 03/25/21).
113 Learning Policy Institute. (2017). The role of principals in addressing teacher shortages [Research brief]. https://learningpolicyinstitute.org/sites/default/files/product-files/Role_Principals_Addressing_Teacher_Shortage_BRIEF.pdf (accessed 03/29/21).
114 Learning Policy Institute. (2017). The role of principals in addressing teacher shortages [Research brief]. https://learningpolicyinstitute.org/sites/default/files/product-files/Role_Principals_Addressing_Teacher_Shortage_BRIEF.pdf (accessed 03/29/21).
115 Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2552–2585. https://my.vanderbilt.edu/jasongrissom/files/2012/05/principal-effectiveness-TCR-version.pdf (accessed 01/28/21).
116 Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf (accessed 03/25/21).
117 Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf (accessed 03/25/21).
118 Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf (accessed 03/25/21).
119 Grissom, J. A., & Keiser, L. R. (2011). A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees. Journal of Policy Analysis and Management, 30(3), 557–580.
120 Brezicha, K. F., & Fuller, E. J. (2019). Building teachers’ trust in principals: Exploring the effects of the match between teacher and principal race/ethnicity and gender and feelings of trust. Journal of School Leadership, 29(1), 25–53. https://journals.sagepub.com/doi/pdf/10.1177/1052684618825087 (accessed 04/06/21).
121 Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf (accessed 03/25/21).
122 National Association of Secondary School Principals. (2019). Position statement: Educator diversity. https://www.nassp.org/wp-content/uploads/2020/05/NASSP19ADV-0027_Position_Statements_March_EducatorDiversity_P1a.pdf (accessed 03/25/21).
123 Grissom, J. A., Egalite, A. J., & Lindsay, C A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf (accessed 03/25/21).
124 Rigby, J., & Tredway, L. (2015). “Actions Matter: How School Leaders Enact Equity Principles” in Kahlifa, M., Witherspoon, N. A., Osanloo, A. F., & Grant, C. M. (Eds.). Handbook of Urban Educational Leadership (pp. 426–440). Rowan & Littlefield.
125 Sutcher, L., Podolsky, A., & Espinoza, D. (2017). Supporting principals’ learning: Key features of effective programs. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Supporting_Principals_Learning_REPORT.pdf (accessed 03/24/21).
126 Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://www.cue.pitt.edu/sites/default/files/images/CRSL.pdf (accessed 04/06/21); Leithwood, K., & Louis, K. S. (2012). Linking Leadership to Student Learning. Jossey-Bass; Wahlstrom, K. L. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458–495. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.836.9333&rep=rep1&type=pdf (accessed 03/29/21); Supovitz, J., Sirinides, P., & May, H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46(1), 31–56. https://cpre.org/sites/default/files/journal/1097_howprincipalsandpeers.pdf (accessed 03/29/21); Grissom, J. A, Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf (accessed 03/25/21); Grissom, J. A., Loeb, S., & Masters, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433–444. https://cepa.stanford.edu/sites/default/files/grissom%20loeb%20%26%20master%20instructional%20time%20use_0.pdfhttps://cepa.stanford.edu/sites/default/files/grissom%20loeb%20%26%20master%20instructional%20time%20use_0.pdf (accessed 03/29/21); Rigby, J. & Tredway, L. (2015). “Actions Matter: How School Leaders Enact Equity Principles” in Khalifa, M., Witherspoon Arnold, N., Osanloo, A. F., & Grant, C. M. (Eds.). Handbook of Urban Educational Leadership (pp. 426-440). Rowan & Littlefield.
127 Grubb, W. N. (2009). The Money Myth: School Resources, Outcomes, and Equity. Russell Sage Foundation.
128 Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement [Working paper]. McREL. https://www.mcrel.org/balanced-leadership-what-30-years-of-research-tells-us-about-the-effect-of-leadership-on-student-achievement-2003/ (accessed 01/28/21).
129 Jacob, R., Goddard, R., Kim, M., Miller, R., & Goddard, Y. (2015). Exploring the causal impact of the McREL Balanced Leadership Program on leadership, principal efficacy, instructional climate, educator turnover, and student achievement. Educational Evaluation and Policy Analysis, 37(3), 314–332. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1003.6694&rep=rep1&type=pdf (accessed 04/06/21).
130 Sutcher, L., Podolsky, A., & Espinoza, D. (2017). Supporting principals’ learning: Key features of effective programs. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Supporting_Principals_Learning_REPORT.pdf (accessed 03/24/21).
131 Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford Educational Leadership Institute. https://www.wallacefoundation.org/knowledge-center/pages/preparing-school-leaders.aspx (accessed 01/28/21).
132 Hord, S. M. (2009). Professional learning communities. Journal of Staff Development, 30(1), 40–43.
133 Phone interview with Dr. Sofia Roditti, Chief of Staff, and Tavga Bustani, Mentor Principal, from the San Diego Unified School District (2020, March 19).
134 Lochmiller, C. R. (2018). Coaching principals for the complexity of school reform. Journal of School Leadership, 28(2), 144–172.
135 Lochmiller, C. R. (2014). Leadership coaching in an induction program for novice principals: A 3-year study. Journal of Research on Leadership Education, 9(1), 59–84. https://files.eric.ed.gov/fulltext/EJ1186107.pdf (accessed 04/06/21).
136 Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford Educational Leadership Institute. https://edpolicy.stanford.edu/sites/default/files/publications/preparing-school-leaders-changing-world-lessons-exemplary-leadership-development-programs_1.pdf (accessed 04/06/21); Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.
137 Wise, D., & Jacobo, A. (2010). Towards a framework for leadership coaching. School Leadership and Management, 30(2), 159–169; Tredway, L., Militello, M., & Simon, K. (2021). Making classroom observations matter. Educational Leadership, 78(7), 56–62.
138 Honig, M., & Rainey, L. R. (2020). Supervising Principals for Instructional Leadership. Harvard Education Press; Thessin, R. A. (2019). Establishing productive principal/principal supervisor partnerships for instructional leadership. Journal of Educational Administration, 57(5), 463–483.
139 Johnston, W. R., Kaufman, J. H., & Thompson, L. E. (2016). Support for instructional leadership: Supervision, mentoring, and professional development for U.S. school leaders: Findings from the American School Leader Panel. RAND Corporation. https://www.rand.org/pubs/research_reports/RR1580-1.html (accessed 03/24/21).
140 Honig, M., & Rainey, L. (2020). Supervising Principals for Instructional Leadership: A Teaching and Learning Approach. Harvard Education Press.
141 Sutcher, L., Podolsky, A., & Espinoza, D. (2017). Supporting principals’ learning: Key features of effective programs. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Supporting_Principals_Learning_REPORT.pdf (accessed 03/24/21).
142 National Association of State Budget Officers. (2021) The fiscal survey of states. https://higherlogicdownload.s3.amazonaws.com/NASBO/9d2d2db1-c943-4f1b-b750-0fca152d64c2/UploadedImages/Fiscal%20Survey/NASBO_Fall_2020_Fiscal_Survey_of_States_S.pdf (accessed 03/09/21).
143 Espinoza, D., & Cardichon, J. (2017). Investing in effective school leadership: How states are taking advantage of opportunities under ESSA. Learning Policy Institute. https://learningpolicyinstitute.org/product/investing-effective-school-leadership-brief (accessed 01/28/21).
144 Espinoza, D., & Cardichon, J. (2017). Investing in effective school leadership: How states are taking advantage of opportunities under ESSA. Learning Policy Institute. https://learningpolicyinstitute.org/product/investing-effective-school-leadership-brief (accessed 01/28/21).
145 Idaho State Board of Education, Idaho State Department of Education. (2019). Idaho’s Consolidated State Plan. https://www2.ed.gov/admins/lead/account/stateplan17/idconsolidatedstateplanfinal.pdf (accessed 04/13/21).
146 Wechsler, M. E., Wojcikiewicz, S., Adams, J., Carver-Thomas, D., Cook-Harvey, C., Espinoza, D., Gardner, M., Hyler, M., & Podolsky, A. (2021). Leadership Preparation for Deeper Learning. Learning Policy Institute. (Forthcoming).
147 Oakes, J., Espinoza, D., Darling-Hammond, L., Gonzales, C., DePaoli, J., Kini, T., Hoachlander, G., Burns, D., Griffith, M., & Leung, M. (2020). Improving education the New Mexico way: An evidence-based approach. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/New_Mexico_Improving_Education_REPORT.pdf (accessed 04/06/21).
148 Peterson, E. N. (2019). Memorandum re: Principals Pursuing Excellence Cohort 7 application release. New Mexico Public Education Department. https://webnew.ped.state.nm.us/wp-content/ uploads/2019/02/PPE-Cohort-7-Application-Release-2019.pdf (accessed 03/29/21).
149 Held, L. (Host). (2018). Episode 4: Mentors support novice principals on the job [Audio podcast episode]. In The Principal Pipeline. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/pages/episode-4-mentors-support-novice-principals-on-the-job.aspx (accessed 03/18/20).
150 Email exchange with Kendra Washington-Bass, Executive Director, Leadership Development. Gwinnett County Public Schools (2020, November 20).
151 Email exchange with Dr. Sofia Roditti, Chief of Staff, and Tavga Bustani, Mentor Principal, from the San Diego Unified School District (2021, March 12).
152 Phone interview with Dr. Sofia Roditti, Chief of Staff, and Tavga Bustani, Mentor Principal, from the San Diego Unified School District (2020, March 19).
153 Hernández, L. E., & Podolsky, A. (2019). San Diego Unified School District: Positive outliers case study. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Positive_Outliers_Qualitative_CS_San_Diego_REPORT.pdf (accessed 03/31/21).
154 Long Beach Unified School District offers a full suite of supports available for new and experienced principals; we are focusing on a few of these supports.
155 Email correspondence with former Assistant Superintendent Pamela Seki in which she shared the Collaborative Inquiry Visit Protocol (2020, April 14).
156 Carver-Thomas, D., & Podolsky, A. (2019). Long Beach Unified School District: Positive outliers case study. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Positive_Outliers_Qualitative_CS_Long_Beach_REPORT.pdf (accessed 01/28/21).
157 Jacob, R., Goddard, R., Kim, M., Miller, R., & Goddard, Y. (2015). Exploring the causal impact of the McREL Balanced Leadership Program on leadership, principal efficacy, instructional climate, educator turnover, and student achievement. Educational Evaluation and Policy Analysis, 37(3), 314–332. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1003.6694&rep=rep1&type=pdf (accessed 04/06/21).
158 Jacob, R., Goddard, R., Kim, M., Miller, R., & Goddard, Y. (2015). Exploring the causal impact of the McREL Balanced Leadership Program on leadership, principal efficacy, instructional climate, educator turnover, and student achievement. Educational Evaluation and Policy Analysis, 37(3), 314–332. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1003.6694&rep=rep1&type=pdf (accessed 04/06/21).
159 Darling-Hammond, L., Wechsler, M. E., Levin, S., Campoli, A. K., Leung, M., & Tozer, S. (2021). Developing principals: What we know, why it matters, and what can be done. Learning Policy Institute. (Forthcoming).
160 McREL International. (2019). Student achievement surges after Sioux City doubles down on Balanced Leadership. https://www.mcrel.org/wp-content/uploads/2019/04/McREL_SiouxCity_ss_web-Mar2019.pdf (accessed 03/31/21).
161 McREL International. (2019). Student achievement surges after Sioux City doubles down on Balanced Leadership. https://www.mcrel.org/wp-content/uploads/2019/04/McREL_SiouxCity_ss_web-Mar2019.pdf (accessed 03/31/21).
162 McREL International. (2019). Student achievement surges after Sioux City doubles down on Balanced Leadership. https://www.mcrel.org/wp-content/uploads/2019/04/McREL_SiouxCity_ss_web-Mar2019.pdf (accessed 03/31/21).
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189 “Equal” opportunity is used here with intention toward familiarity of language as used in the United States, though the term “equitable” is typically preferred over “equal” and is used more regularly throughout the Playbook and in related messaging.