You are here
Effective Schools: Managing the Recruitment, Development, and Retention of High‐Quality Teachers
Teachers are systematically sorted across schools. Often, schools serving the lowest-achieving students staffed by the least-skilled teachers. While teachers' school preferences account for some of the sorting, school practices are also likely to be a key factor. Using value-added methods, the authors examine the relationship between a school's effectiveness during a given principal's tenure and the retention, recruitment and development of its teachers. Three key findings emerge about principal effectiveness. More effective principals: (1) are able to retain higher-quality teachers and remove less-effective teachers; (2) are able to attract and hire higher-quality teachers to fill vacancies; (3) have teachers who improve at a greater pace than those in schools with less effective leadership (there is some evidence for this, albeit weak). These findings drive home the importance of personnel practices for effective school leadership.
Keywords: Value-added, Principals, Effectiveness
Citation: Tara Beteille, Demetra Kalogrides, Susanna Loeb (2009). Effective Schools: Managing the Recruitment, Development, and Retention of High‐Quality Teachers. CALDER Working Paper No. 37
You May Also Be Interested In
Taking their First Steps: The Distribution of New Teachers into School and Classroom Contexts and Implications for Teacher Effectiveness and Growth
Paul Bruno, Sarah Rabovsky, Katharine Strunk
How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps Across Two States
Dan Goldhaber, Vanessa Quince , Roddy Theobald
Accounting for Student Disadvantage in Value-Added Models (Update)
Eric Parsons, Cory Koedel, Li Tan
See other working papers on:
Education Level: K-12
Research Area: Educator effectiveness
Topic Area: Teacher quality