Provides six research-based domains of teacher effectiveness: Prerequisites of effective teachers, teacher as a person, classroom management and organization, organizing for instruction, implementing instruction, and monitoring students progress and potential. Describes how six domains can guide teacher-selection process. (PKP)

Describes how data-warehousing technology can improve teacher effectiveness by providing means to compare student test scores among teachers. (PKP)

Describes University of California Santa Cruz New Teacher Center mentor-driven beginning-teacher induction program now in its 15th year. Includes mentor selection, training, and development; mentors as school leaders; and induction programs for beginning principals. (PKP)

Asserts that many beginning teachers leave teaching because they are overwhelmed by the duties and responsibilities of experienced teachers who often adopt a "sink or swim" attitude toward classroom novices. Offers advice on how to reduce new-teacher attrition with comprehensive induction and mentoring program. (PKP)

Describes reasons for teacher job satisfaction at a year-round elementary school (Timber Lane) in Fairfax County, Virginia, such as flexible work schedules, reduced stress, and time for professional planning. (PKP)

Describes elements and benefits of a teacher wellness program at Miami Country Day, a large, independent K-12 school in Miami, Florida. (PKP)

Interviews with 12 experienced, exemplary teachers in western North Carolina examines why they have stayed in teaching. Finds several common characteristics, including need for intellectual stimulation, positive feedback from students, deep sense of purpose, and strong needs for autonomy. Draws implications for teacher attrition and retention…

Attributes success as first-year elementary teacher in inner-city school to her own stubbornness and the kindness of strangers--meaning the mentoring she received from experienced teachers. (PKP)

Reviews selected research on efforts to support, motivate, and retain experienced teachers, including professional development, ongoing mentoring, promoting resiliency, and empowerment. (PKP)

Describes the psychological and emotional effect of the death of a parent on young children and adolescents and how teachers can help students through the grieving process. (PKP)

A primer for schools attempting to analyze the data they collect. Describes ways schools can get a better picture of how to improve learning by gathering, intersecting, and organizing four categories of data more efficiently: (1) demographic data; (2) student-learning data; (3) perceptions data; and (4) school-processes data. (WFA)

Report on research from 18 states that concludes that high-stakes tests do not lead to higher student achievement. In addition, such tests can decrease student motivation to learn and lead to higher student retention and dropout rates. (Contains 2 figures and 21 references.) (WFA)

Relates why educators should embrace tests as tools for transforming teaching and learning. States that rigorous and meaningful testing can help ensure the academic achievement of all students. Further, useful education assessments must make clear what they measure, and they must measure what educators value most. (Contains six references.) (WFA)

Asserts that educators should reject test-based reform and focus instead on assessment practices that encourage higher level learning. Simply demanding higher scores, even with rewards and sanctions attached, is ineffective. Academic success comes not by teaching to standardized tests but by teaching for deeper, important meaning. (Contains 22…

Discusses which kinds of data educators should respect and which they should reject. Asserts that most state accountability tests fail to produce the kinds of data that will improve teaching and learning. Teachers can get the data they need from their own instructionally useful classroom assessments. (WFA)