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Quantitative and qualitative research tells us that that If their school lacks a skilled leader, collaborative colleagues, and an orderly, positive culture, teachers may leave in search of another school where they can do their chosen work-often a better low-income school.

Apologies for the order of these tweets. Please read from the bottom up. (I'm still new to this.)

The new issue of EL Magazine examines the crisis in the teaching profession and what can be done about it, w/ Linda Darling-Hammond, Justin Reich, @JaneKise, Susan Moore Johnson Jamila Dugan, Shifting Perspectives, LLC. Here are some key take-aways: ascd.org/videos/the-edu…

And thank you, Travis J. Bristol and Berkeley School of Education, for inviting me! I look forward to crossing the country to talk *in person* with your students and colleagues about my book, Where Teachers Thrive, and its lessons for educators and policymakers post-pandemic.

Great closing just now by Heather Peske: pick something supported by evidence, use your potion of privilege for good (to whom much is given) and be humble. 🙌🏼

Working with Kaylan Connally would be an outstanding experience!

And what a pleasure it was to work with you! Your contribution to that session was smart, informative, and fun. I count myself very lucky!

Thanks so much Travis J. Bristol! I so enjoyed sharing findings from Where Teachers Thrive and I loved learning from Berkeley students,especially the aspiring principals, about what it's like right now in their schools. Seeing former students and colleagues was an extra plus!

This important study highlights how teacher turnover drives school-level shortages.Working conditions-most controlled by the principal-produce varied rates of turnover. Some schools retain teachers; others lose theirs. Teachers flee dysfunctional schools, not their students.

Dr. Nicole S. Simon 🟣 & Dr. Susan Moore Johnson's article is one of the most read of 2022! Learn about their alternative explanation for turnover, which "reframes the debate over what fuels high rates of teacher turnover in high-poverty schools." ow.ly/z5R650MyV2C Harvard Graduate School of Education (HGSE)

“…this can’t just be the work of our union or of school staff and schools alone. This is the work of a great nation—to ensure that our children’s basic human needs are met so they are ready to learn to their full potential.” Randi Weingarten 🇺🇸💪🏿👩‍🎓🟣🇺🇦 #WhatKidsNeed

In solidarity with WGA and Krister Johnson

Every year since I left home my parents call me at the exact minute of my birth and sing happy birthday to me, and I’m going to be honest—it fills up my soul every time.

This report just out from the Shanker Institute provides an astute analysis of state laws intended to improve reading instruction. Will students benefit? Maybe. That will depend on how these laws are implemented. That's the next, essential stage of this crucial work.

This report just out from the Shanker Institute provides an astute analysis of state laws intended to improve reading instruction. Will students benefit? Maybe. That will depend on how these laws are implemented. That's the next, essential stage of this crucial work.

This terrific study from NCTQ not only explains clearly what states are doing (or not doing) to attract and retain teachers of color. It also gives policymakers an array of promising options to enhance their state's approach.

You're very kind, Matt. This article nicely captures many of the challenges that districts and schools encounter as they try to address the "teacher shortage." One thing I'm sure of: Virtual teachers are not the answer!

This outstanding, new report from E4E is a must-read for public school educators, policymakers, and the public. It provides a first-rate analysis of collaborative bargaining practices and exemplary contract provisions that serve both teachers and students.