To boost teacher retention and student achievement at high-poverty schools, states and districts must first look to improve working conditions for teachers, concludes a new report by the Education Trust, a Washington-based nonprofit group. The report profiles five districts that have focused efforts on bettering teacher support and development—specifically by strengthening leadership and encouraging professional collaboration—and have shown promising or positive gains as a result.
The report, “Building and Sustaining Talent: Creating Conditions in High-Poverty Schools That Support Effective Teaching and Learning,” suggests that teacher evaluation is just one essential step to improving teacher quality and student achievement.
