Aug 2021 through the present
Louisiana’s Pre-Educator Pathway initiative addresses workforce needs related to the recruitment and retention of teachers of color and cultivates highly skilled educators by guiding young people, beginning in high school, on a path to becoming accomplished teachers. We trained Louisiana Department of Education (LDOE) staff on conducting an evaluation of the initiative, including data collection, evaluation plan design, and preparation for and execution of an evaluation study.
This study analyzed data for the three cohorts of pilot participants that were enrolled in a university-based teacher preparation program between 2014-15 and 2016-17.
In 2019, REL Southwest provided training to LDOE staff on developing surveys to assess teacher and mentor perceptions of the Believe and Prepare program. The goals were to assist LDOE in taking actionable steps for survey administration and analysis to gain a better understanding of program successes and challenges, program improvement priorities, and training, coaching, and research support needs for educator preparation providers and local education agencies.
This logic model workshop was aimed at helping statewide school improvement efforts. We helped to increase knowledge and understanding of the general concepts, purposes, and uses of logic models, as well as the components that make up a logic model. We built capacity in understanding the links between components of school improvement initiatives and provided hands-on opportunities for school administrators to develop logic models for local school improvement initiatives.
This study provides updated information regarding teacher mobility—defined as teachers moving schools or leaving the public-school system—for Texas public schools during the 2011-12 through 2015-16 school years.
This study was designed to identify factors associated with successful recruitment and retention of teachers in Oklahoma rural school districts, in order to highlight potential strategies to address Oklahoma’s teaching shortage.
This study examined the data from the 2014-15 pilot implementation of the Texas Teacher Evaluation and Support System (T-TESS) in order to understand certain properties of the T-TESS rubric, comprising 16 dimensions classified within 4 domains of teacher effectiveness.
This study reviews research literature to identify malleable factors that can be measured in K–12 settings and that predict students’ postsecondary STEM success, particularly for Hispanic students.