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Studies  \nPhase II of Creating Sustainable Teacher Career Pathways: A 21st Century Imperative  \nA report prepared for the National Network of State Teachers of the Year (NNSTOY) and Pearson by  \nCatherine Fisk Natale, Ph. D.  \nIndependent Education Consultant  \nLynn Gaddis, Ed.D.  \nNational Board Certified Teacher, Illinois Teacher of the Year (1995)  \nKatherine Bassett  \nExecutive Director and CEO, NNSTOY  \nKatherine McKnight, Ph.D.  \nPearson  \nTeacher Career Advancement Initiatives: Lessons Learned from Eight Case Studies Phase II of Creating Sustainable Teacher Career Pathways: A 21st Century Imperative  \nTABLE OF CONTENTS  \nAcknowledgments  ...................................................................... 4  \nExecutive Summary  ..................................................................... 6  \nIntroduction  ........................................................................... 12  \nStudy Methods  ........................................................................ 17  \nPART I. Overview of Study Sites  \nAspire Summit Charter Academy,Modesto, California—“The College Ready Promise (TC RP) Initiative”........................................... 18  \nDenver, Colorado—  \n“Denver Differentiated Roles (DR) Pilot”................................................ 19  \nDistrict of Columbia—  \n“DC Leadership Initiative for Teachers (DC LIFT)”  ........................................ 19  \nKnox County, Tennessee—  \n“System for Teacher and Student Advancement (TAP) Program”  .......................... 20  \nScottsdale, Arizona—  \n“Scottsdale Career Ladder Program”  .................................................. 20  \nSeattle, Washington—  \n“Seattle Career Ladder Program”  ..................................................... 21  \nSoutheast Polk Community School District, Iowa—“Southeast Polk Teacher Leadership and Compensation Initiative”  ........................ 21  \nCharlotte-Mecklenburg, North Carolina—“L  . I  . F  .T  . Opportunity Culture Initiative” 1  ................................................ 22  \nPART II. Design Features of Teacher Career Pathways  \nTeacher leader roles, eligibility criteria and the selection process  .......................... 24  \nOpportunities for collaboration/released time  .......................................... 27  \nCompensation  ..................................................................... 29  \nPeer coaching/peer evaluation  ....................................................... 31  \nProfessional development for teachers and teacher leaders  .............................. 33  \nTeacher voice in school leadership  .................................................... 35  \n1 Complementary case study conducted by Public Impact not part of the on-site case studies conducted by the Pearson/NNSTOY research team  \nTeacher Career Advancement Initiatives: Lessons Learned from Eight Case Studies 2  \nTABLE OF CONTENTS  \nPART III. Enabling Conditions to Launch and Sustain Teacher Career Pathways  \nReadiness  ......................................................................... 37  \nLeadership  ........................................................................ 39  \nStake holder involvement  ............................................................ 40  \nSchool culture  ..................................................................... 41  \nFunding sustainability  ............................................................... 43  \nPART IV. Trends, Benefits and Issues  \nTrends in recruitment and retention of teachers  ........................................ 47  \nChallenges in creating time for teachers to meet and collaborate  ......................... 49  \nChanges in collegial interaction and shared responsibility for one’s colleagues  .............. 50  \nImpact on teacher effectiveness and short-term student learning outcomes  ................ 51  \nTeacher job satisfactio","cbCailPAXqumdR9h","https://ap.wps.com/l/cbCailPAXqumdR9h","pdf",6502806,72,"English","# Acknowledgments\n# Executive Summary\n# Introduction\n# Study Methods\n# PART I. Overview of Study Sites\n## Aspire Summit Charter Academy, Modesto, California—“The College Ready Promise (TC RP) Initiative”\n## Denver, Colorado—“Denver Differentiated Roles (DR) Pilot”\n## District of Columbia—“DC Leadership Initiative for Teachers (DC LIFT)”\n## Knox County, Tennessee—“System for Teacher and Student Advancement (TAP) Program”\n## Scottsdale, Arizona—“Scottsdale Career Ladder Program”\n## Seattle, Washington—“Seattle Career Ladder Program”\n## Southeast Polk Community School District, Iowa—“Southeast Polk Teacher Leadership and Compensation Initiative”\n## Charlotte-Mecklenburg, North Carolina—“L.I.F.T. Opportunity Culture Initiative”\n# PART II. Design Features of Teacher Career Pathways\n## Teacher leader roles, eligibility criteria and the selection process\n## Opportunities for collaboration/released time\n## Compensation\n## Peer coaching/peer evaluation\n## Professional development for teachers and teacher leaders\n## Teacher voice in school leadership\n# PART III. Enabling Conditions to Launch and Sustain Teacher Career Pathways\n## Readiness\n## Leadership\n## Stake holder involvement\n## School culture\n## Funding sustainability\n# PART IV. Trends, Benefits and Issues\n## Trends in recruitment and retention of teachers\n## Challenges in creating time for teachers to meet and collaborate\n## Changes in collegial interaction and shared responsibility for one’s colleagues\n## Impact on teacher effectiveness and short-term student learning outcomes\n## Teacher job satisfaction\n## Changes in teacher/administrator relations and the roles of principals\n## Challenges in sustaining teacher career pathways initiatives\n# PART V. Summary and Recommendations\n# PART VI: Closing thoughts\n# Appendix A: Study Methodology\n# Appendix B: Interview Questions for Teachers\n# Appendix C: Interview Questions for Administrators\n# Appendix D: Continuum Study Sites—Qualitative Data Coding for Interviews\n# Appendix E: Teacher Career Pathways Study Sites “At a Glance”\n# Bibliography","[{\"question\":\"What is the purpose of this report on teacher career advancement initiatives?\",\"answer\":\"The report documents lessons learned from eight case studies and focuses on Phase II guidance for creating sustainable teacher career pathways as a 21st-century imperative.\"},{\"question\":\"Which types of design features are analyzed across the study sites?\",\"answer\":\"The report examines teacher leader roles and eligibility, collaboration and released time, compensation, peer coaching and peer evaluation, professional development, and teacher voice in school leadership.\"},{\"question\":\"What enabling conditions does the report identify as important for launching and sustaining career pathways?\",\"answer\":\"It highlights readiness, leadership, stakeholder involvement, school culture, and funding sustainability as core conditions for sustaining these initiatives.\"}]","Teacher Career Advancement Initiatives - Lessons Learned from Eight Case Studies - Phase II of Creating Sustainable Teacher Career Pathways - A 21st Century Imperative | PDF",1792054740,181]