How Leaders Invest Staffing Resources for Learning Improvement
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Summary:
Urban districts and their leaders face a set of common challenges with respect to staffing high-needs schools: how to maximize the quality and longevity of high-quality teaching staff; how to deploy and support novice teachers; how to manage and minimize teacher mobility and attribution; and how to align the diversity of teaching staff with the diversity of the student body. This report is part of a series by researchers from the University of Washington’s Center for the Study of Teaching and Policy that investigates a range of topics concerned with how leaders can effectively and equitably contribute to improved student achievement, particularly in challenging school and district contexts. Based on their analyses of four urban districts and 14 schools, the authors of this report describe a new way for school leaders to frame their decisionmaking about staff resource allocations: “Rather than relying on the traditional pattern of isolating a funding need and allocating resources to meet that specific need, leaders need to consider the types of approaches and strategies for investing resources in coherent, effective, equitable and sustainable ways.”
Published: October 2009, 117 pages
Author(s): Margaret L. Plecki, Michael S. Knapp et al.
Publishing Organization: Center for the Study of Teaching and Policy, University of Washington
Companion document(s): Leadership for Learning Improvement in Urban Schools
Document Type: Report
Document Format: PDF