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The Center for the Study of Teaching and Policy investigates efforts to improve the quality of teaching and learning, the teacher workforce, and the systems of support for teachers’ work, in various contexts and at multiple levels of the K-12 educational system.

To that end, Center researchers identify ways that policy actions, leadership, and reform efforts guide, direct, and support teaching and learning, thereby informing and enhancing the quality of learning opportunities in U.S. elementary and secondary schools.

Research highlights

Recent Center Reports

The Center has recently released a synthesis report, Learning-focused Leadership and Leadership Support: Meaning and Practice in Urban Systems. This report weaves together findings that have emerged from our three-strand national Study of Leadership for Learning Improvement program of research. The three related reports are also listed below.

  1. Learning-focused Leadership and Leadership Support: Meaning and Practice in Urban Systems
    A Research Report in collaboration with The Wallace Foundation by Michael S. Knapp, Michael A. Copland, Meredith I. Honig, Margaret L. Plecki, and Bradley S. Portin, August 2010.
    Description:

    This report synthesizes what has been learned about how leaders in urban systems focus their leadership on the improvement of learning, and what it takes to support their leadership in these settings. The report brings together findings from three sub-study strands, concerned with efforts in seven urban districts to: a) invest staffing and other resources in equitable learning improvement; b) practice learning-focused leadership within the school, in teams of supervisory and nonsupervisory staff; and c) transform the district central office to support the improvement of teaching and learning district-wide.

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  1. Central Office Transformation for District-wide Teaching and Learning Improvement
    A Research Report in collaboration with The Wallace Foundation by Meredith I. Honig, Michael A. Copland, Lydia Rainey, Juli Anna Lorton, & Morena Newton, with the assistance of Elizabeth Matson, Lisa Pappas, & Bethany Rogers, April 2010.
  1. Leading for Learning Improvement in Urban Schools
    A Research Report in collaboration with The Wallace Foundation by Bradley S. Portin, Michael S. Knapp, Scott Dareff, Sue Feldman, Felice A Russell, Catherine Samuelson & Theresa Ling Yeh, with the assistance of Chrysan Gallucci & Judy Swanson, Oct. 2009.
  1. How Leaders Invest Staffing Resources for Learning Improvement
    A Research Report in collaboration with The Wallace Foundation by Margaret L. Plecki, Michael S. Knapp, Tino Castaneda, Tom Halverson, Robin LaSota, & Chad Lochmiller, October 2009.

Another line of Center research has produced an examination of the impact of Washington state’s incentives for teachers to attain National Board Certification and to work in challenging schools

  1. Study of the Incentive Program for Washington's National Board Certified Teachers
    A report prepared for Washington State Board of Education, June 2010.
    Description:

    This study examines the impact of Washington state's incentives for teachers to attain National Board Certification and to work in challenging schools. Using surveys and secondary analyses of state databases, we examine the workforce both prior to and following recent changes in the incentive program. The study considers the nature of NBCTs' assignments, their distribution, retention and mobility patterns compared with other teachers statewide, and the views of teachers and principals regarding NB certification and the state's incentives. The study concludes with policy implications and options for future consideration.

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About the Center

Established in 1997, the Center for the Study of Teaching and Policy (CTP) was created as a consortium of several major universities: Stanford University, University of Michigan, University of Pennsylvania, and University of Washington (lead institution). One of 12 national research centers, supported by a grant from the Office of Educational Research and Improvement (OERI) of the United States Department of Education (Award #R308B970003).

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