It is well understood that teachers matter for student learning experiences and outcomes. As such, researchers and practitioners have devoted significant attention to understanding what contributes to effective teaching, with the goal of informing practices and policies that allow all teachers to become highly effective. While studies have examined the causal effects of specific resources on teacher improvement, few studies have holistically examined the intersecting systems that support teachers’ effectiveness, and the experiences of teachers, particularly those new to the profession, within these systems.
With support from the Barr Foundation, Research for Action is conducting a multi-phase, mixed methods study to document the current landscape of intersecting systems that support teacher effectiveness and understand how early career teachers experience and navigate them. The study examines how teacher effectiveness systems vary within and across districts, paying particular attention to equity considerations stemming from differential access to resources and support. The goal of this work is to inform systems change to support effective teaching at scale and to help teachers understand and navigate their surrounding systems of support in pursuit of equitable student learning experiences and outcomes.