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New teachers must stay at schools for retirement perks

DA Staff
March, 2017
"(No) Money in the Bank: Which Retirement Systems Penalize New Teachers?" schools report from Thomas B. Fordham Institute.

New teachers in many of the nation’s largest districts must continue to work at least 25 years to receive a positive return on their retirement benefits, according to a new report from the Thomas B. Fordham Institute.

A powerful kind of PD for school administrators

Erich May
March, 2017
Erich May is the principal at McConnellsburg Middle and High School in Central Fulton School District in south-central Pennsylvania.

There is a kind of professional development that we rarely see but that many of us in school leadership could use. Some would call it coaching or mentoring, but what I’m describing is more specific—individualized instruction in an alternative setting off campus.

Paving the way for more—and more satisfied—teachers

DA Custom Publishing
January, 2017
Todd Whitlock, CEO  Standard For Success

It’s no secret teachers are jumping ship in record numbers, and the dwindling numbers of incoming grads don’t even come close to patching the gap as the demand for teachers rises. The Learning Policy Institute reported in 2016 that enrollment in teaching programs is down 35 percent nationwide (and has been for years), and the annual shortfall could grow to 112,000 teachers by 2018 if current trends persist.

Stepping up to school leadership

Melanie Lasoff Levs
December, 2016
In Monroe County School District in Mississippi, the superintendent is elected. But the board, above, has a working document in place, which means whoever is elected immediately becomes familiar with the district’s past work and future direction—and is ready to lead.

In many school districts today, hiring practices for administrative leaders often consist of “replacement filling”—or, waiting for a position to open up before searching for candidates. But a successful succession often requires more proactive planning.

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