# Project on the Next Generation of Teachers ![Project NGT](/sites/g/files/omnuum4506/files/styles/hwp_1_1__720x720_scale/public/gse-projectngt/files/ngtmain.jpg?itok=9fYfMl6N) ## Research clearly shows that the quality of teachers is the most important school-level factor affecting students' learning Since 1998, researchers at The Project on the Next Generation of Teachers at Harvard University have studied efforts to attract, support, and retain skilled and committed teachers for all students in U.S. public schools. Initially, we focused on new teachers, themselves. We asked about their goals, preferences, practices, and career decisions. We found that these novices were indeed members of a new and different generation of professionals. As a cohort, they were more likely than their predecessors to treat teaching as a short-term career and to be dissatisfied with the conditions of their work—its professional isolation, standardized pay, uniform roles, and lack of opportunity for leadership and advancement. We also learned that teachers’ satisfaction depends largely on the school context where they work, especially whether it supports them in achieving success with their students. If it does not, they may well transfer to another school or leave teaching altogether. Schools that reliably retain teachers have similar features—a principal who manages the school fairly and effectively, skilled colleagues who collaborate regularly, and an organizational culture that supports students, ensures order, and instills respect for learning. When we compared schools serving demographically similar communities, we found that students learned more in schools that teachers rated positively. It turns out that the workplace matters, not only for teachers, but also for students. Our research and findings are designed to be of practical use to policymakers, practitioners, and researchers. This website describes our research agenda and how it developed over the past two decades. It introduces members of our research team and their current work. It highlights the major themes of our research and, for each topic, includes citations and links to relevant articles, working papers, books, and a supplementary website. --- ![Book Cover: Where Teacher Thrive](/sites/g/files/omnuum4506/files/styles/hwp_1_1__360x360_scale/public/gse-projectngt/files/small_hep_johnson_cover.jpg?itok=UMX99Stz) ## Where Teachers Thrive: ## Organizing Schools for Success ### Susan Moore Johnson Since 2000, policy makers and education officials have diligently sought to improve schools by improving the quality of individual teachers. However, even if those teachers are skilled and committed, the schools where they work are all too often disjointed, dysfunctional organizations that serve no one well. In *Where Teachers Thrive*, Susan Moore Johnson, Director of the Project on the Next Generation of Teachers at Harvard, argues convincingly that schools must support teachers’ best work if they are to provide a first-rate education for all students. Based on rich case studies in fourteen high-poverty, urban schools, *Where Teachers Thrive* examines why some schools failed to make progress, while others achieved remarkable results. It explores the challenges that administrators and teachers faced and describes what worked, what didn’t work, and why. It explains how educators within a school can join together to adopt systems of practice that ensure growth and success by all teachers and their students. **Where Teachers Thrive can be ordered from Havard Education Press or Amazon.com.** **EXTRA!** [**The User's Guide: Where Teachers Thrive** can be downloaded here.](/sites/g/files/omnuum4506/files/2025-01/User%27s%20Guide%20Where%20Teachers%20Thrive%20Final.docx) Teachers, administrators, policymakers, parents, instructors, and researchers will find questions, activities, and suggestions for reflection, discussion, action and further research: ## Books and Reports [### A User's Guide to Peer Assistance and Review ](https://projectngt.gse.harvard.edu/publications/users-guide-peer-assistance-and-review)*The report is based on the experiences of seven local districts with Peer Assistance and Review. By Susan Moore Johnson, Sarah E. Fiarman, Mindy Sick Munger, John P. Papay, and Emily Kalejs Qazilbash.* - [**Download a PDF: User's Guide to Peer Assistance and Review**](/sites/g/files/omnuum4506/files/2025-02/2009_A-Users-Guide-to-Peer-Assistance-and-Review_Online-NGT-Report.pdf) ![Cover to A User's Guide to Peer Assistance and Review](/sites/g/files/omnuum4506/files/styles/hwp_1_1__360x360_scale/public/2025-02/userguidePeerAssistanceReview_Cover.png?itok=kTl32L0Z) [### Redesigning Teacher Pay: A System for the Next Generation of Educators ](https://projectngt.gse.harvard.edu/publications/redesigning-teacher-pay-system-next-generation-educators)*This book analyzes performance-based pay plans and proposes a plan for a career-based compensation system. By Susan Moore Johnson and John P. Papay, published by the Economic Policy Institute.* - [**Visit the Redesigning Teacher Pay site**](http://www.epi.org/publications/entry/book-redesigning_teacher_pay/) ![Redesigning Teacher Pay](/sites/g/files/omnuum4506/files/styles/hwp_1_1__360x360_scale/public/gse-projectngt/files/redesigning-teacher.jpeg?itok=B0xDnrxJ) [### Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools ](https://projectngt.gse.harvard.edu/publications/finders-and-keepers-helping-new-teachers-survive-and-thrive-our-schools)*By Susan Moore Johnson and The Project on the Next Generation of Teachers. Winner of the 2005 American Association of Colleges for Teacher Education's (AACTE) Outstanding Writing Award for a Book.* - [**Learn more about the book, Finders and Keepers**](https://projectngt.gse.harvard.edu/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_one_pager.pdf) - [**View a PDF of the Table of Contents for Finders and Keepers**](https://projectngt.gse.harvard.edu/sites/g/files/omnuum4506/files/2025-03/Finders%20and%20Keepers_table_of_contents_0.pdf) ![Finders and Keepers](/sites/g/files/omnuum4506/files/styles/hwp_1_1__360x360_scale/public/gse-projectngt/files/finders-keepers.jpg?itok=q9J_mA1P) [### Who Stays in Teaching and Why: A Review of the Literature on Teacher Retention ](https://projectngt.gse.harvard.edu/publications/who-stays-teaching-and-why-review-literature-teacher-retention)*S. M. Johnson, J. H. Berg, & M. L. Donaldson, January 2005.* - [**Read the Report: Who Stays in Teaching and Why** ](https://assets.aarp.org/www.aarp.org_/articles/NRTA/Harvard_report.pdf) ![Who Stays and Why](/sites/g/files/omnuum4506/files/styles/hwp_1_1__360x360_scale/public/gse-projectngt/files/whostays.jpg?itok=0HtxPJgu) [### A Difficult Balance: Incentives and Quality Control in Alternative Certification Programs ](https://projectngt.gse.harvard.edu/publications/difficult-balance-incentives-and-quality-control-alternative)*by Susan Moore Johnson, Sarah E. Birkeland, Heather G. Peske, with Mindy Sick Munger, September 2005.* - [**Read the report: A Difficult Balance**](https://projectngt.gse.harvard.edu/sites/g/files/omnuum4506/files/gse-projectngt/files/2005_difficult_balance_alt_cert_programs.pdf) ![A Difficult Balance](/sites/g/files/omnuum4506/files/styles/hwp_1_1__360x360_scale/public/gse-projectngt/files/a-difficult-balance.jpg?itok=hjLAgtR9) ## Recent Publications Download 4 citations download- [BibTeX](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=1442251&content_filter%5B1%5D=1442253&content_filter%5B2%5D=1442255&content_filter%5B3%5D=1442256&&format=bibtex) - [EndNote X3 XML](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=1442251&content_filter%5B1%5D=1442253&content_filter%5B2%5D=1442255&content_filter%5B3%5D=1442256&&format=endnote8) - [EndNote 7 XML](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=1442251&content_filter%5B1%5D=1442253&content_filter%5B2%5D=1442255&content_filter%5B3%5D=1442256&&format=endnote7) - [Endnote tagged](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=1442251&content_filter%5B1%5D=1442253&content_filter%5B2%5D=1442255&content_filter%5B3%5D=1442256&&format=tagged) - [Marc](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=1442251&content_filter%5B1%5D=1442253&content_filter%5B2%5D=1442255&content_filter%5B3%5D=1442256&&format=marc) - [PubMedId](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=1442251&content_filter%5B1%5D=1442253&content_filter%5B2%5D=1442255&content_filter%5B3%5D=1442256&&format=pubmed_id) - [RIS](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=1442251&content_filter%5B1%5D=1442253&content_filter%5B2%5D=1442255&content_filter%5B3%5D=1442256&&format=ris) ### 2017 Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. 2017. “[Investing in Development: Six High-Performing Schools Implement the Massachusetts Teacher Evaluation Policy.](/publications/investing-development-six-high-performing-schools-implement)”. Educational Evaluation and Policy Analysis , 39, 3, Pp. 383-406 Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. 2017. “[Investing in Development: Six High-Performing Schools Implement the Massachusetts Teacher Evaluation Policy.](/publications/investing-development-six-high-performing-schools-implement)”. Educational Evaluation and Policy Analysis , 39, 3, Pp. 383-406 - add\_circle do\_not\_disturb\_on Abstract *We studied how six high-performing, high-poverty schools in one large Massachusetts city imple- mented the state’s new teacher evaluation policy. The sample includes traditional, turnaround, restart, and charter schools, each of which had received the*... Megin Charner-Laird, Monica Ng, Susan Moore Johnson, Matthew K. Kraft, John P. Papay, and Stefanie K. Reinhorn. 2017. “[Gauging Goodness of Fit: Teachers’ Assessments of Their Instructional Teams](/publications/gauging-goodness-fit-teachers-assessments-their-instructional-teams)”. American Journal of Education, 123, Pp. 383-406 Megin Charner-Laird, Monica Ng, Susan Moore Johnson, Matthew K. Kraft, John P. Papay, and Stefanie K. Reinhorn. 2017. “[Gauging Goodness of Fit: Teachers’ Assessments of Their Instructional Teams](/publications/gauging-goodness-fit-teachers-assessments-their-instructional-teams)”. American Journal of Education, 123, Pp. 383-406 - add\_circle do\_not\_disturb\_on Abstract Teacher teams are increasingly common in urban schools. In this study, we an- alyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their... ### 2015 Matthew A. Kraft, John P. Papay, Susan Moore Johnson, Megin Charner-Laird, Monica Ng, and Stefanie Reinhorn. 2015. “[Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty Schools](/publications/educating-amid-uncertainty-organizational-supports-teachers-need-serve)”. Educational Administration Quarterly, 51, 5, Pp. 753-90 Matthew A. Kraft, John P. Papay, Susan Moore Johnson, Megin Charner-Laird, Monica Ng, and Stefanie Reinhorn. 2015. “[Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty Schools](/publications/educating-amid-uncertainty-organizational-supports-teachers-need-serve)”. Educational Administration Quarterly, 51, 5, Pp. 753-90 - add\_circle do\_not\_disturb\_on Abstract ## Abstract **Purpose:** We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers’ work in high-poverty, urban schools. We describe six schools’ organizational responses to these... Nicole S. Simon and Susan Moore Johnson. 2015. “[Teacher Turnover in High-Poverty Schools: What We Know and Can Do](/publications/teacher-turnover-high-poverty-schools-what-we-know-and-can-do)”. Teachers College Record, 117, 3, Pp. 1-36 Nicole S. Simon and Susan Moore Johnson. 2015. “[Teacher Turnover in High-Poverty Schools: What We Know and Can Do](/publications/teacher-turnover-high-poverty-schools-what-we-know-and-can-do)”. Teachers College Record, 117, 3, Pp. 1-36 - add\_circle do\_not\_disturb\_on Abstract ***Background/Context:** Over the past three decades, teacher turnover has increased sub- stantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving*... ## Most Frequently Cited Publications Download 7 citations download- [BibTeX](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=735456&content_filter%5B1%5D=735381&content_filter%5B2%5D=1442256&content_filter%5B3%5D=735451&content_filter%5B4%5D=736276&content_filter%5B5%5D=735741&content_filter%5B6%5D=735701&&format=bibtex) - [EndNote X3 XML](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=735456&content_filter%5B1%5D=735381&content_filter%5B2%5D=1442256&content_filter%5B3%5D=735451&content_filter%5B4%5D=736276&content_filter%5B5%5D=735741&content_filter%5B6%5D=735701&&format=endnote8) - [EndNote 7 XML](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=735456&content_filter%5B1%5D=735381&content_filter%5B2%5D=1442256&content_filter%5B3%5D=735451&content_filter%5B4%5D=736276&content_filter%5B5%5D=735741&content_filter%5B6%5D=735701&&format=endnote7) - [Endnote tagged](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=735456&content_filter%5B1%5D=735381&content_filter%5B2%5D=1442256&content_filter%5B3%5D=735451&content_filter%5B4%5D=736276&content_filter%5B5%5D=735741&content_filter%5B6%5D=735701&&format=tagged) - [Marc](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=735456&content_filter%5B1%5D=735381&content_filter%5B2%5D=1442256&content_filter%5B3%5D=735451&content_filter%5B4%5D=736276&content_filter%5B5%5D=735741&content_filter%5B6%5D=735701&&format=marc) - [PubMedId](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=735456&content_filter%5B1%5D=735381&content_filter%5B2%5D=1442256&content_filter%5B3%5D=735451&content_filter%5B4%5D=736276&content_filter%5B5%5D=735741&content_filter%5B6%5D=735701&&format=pubmed_id) - [RIS](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=735456&content_filter%5B1%5D=735381&content_filter%5B2%5D=1442256&content_filter%5B3%5D=735451&content_filter%5B4%5D=736276&content_filter%5B5%5D=735741&content_filter%5B6%5D=735701&&format=ris) ### 2003 Susan Moore Johnson and Sarah E. Birkeland. 2003. “[Pursuing a ’Sense of Success’: New Teachers Explain Their Career Decisions](/publications/pursuing-sense-success-new-teachers-explain-their-career-decisions)”. American Educational Research Journal, 40, 3, Pp. 581-617 Susan Moore Johnson and Sarah E. Birkeland. 2003. “[Pursuing a ’Sense of Success’: New Teachers Explain Their Career Decisions](/publications/pursuing-sense-success-new-teachers-explain-their-career-decisions)”. American Educational Research Journal, 40, 3, Pp. 581-617 - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfjohnson-birkeland\_aerjour...](/sites/g/files/omnuum4506/files/gse-projectngt/files/johnson-birkeland_aerjournal_fall03.pdf) This article, based on a longitudinal interview study of 50 new teachers in Massachusetts, presents respondents' reasons for staying in their schools, moving to new schools, or leaving public school teaching within their first 3 years of teaching... - [ picture\_as\_pdfjohnson-birkeland\_aerjour...](/sites/g/files/omnuum4506/files/gse-projectngt/files/johnson-birkeland_aerjournal_fall03.pdf) ### 2012 Susan Moore Johnson, Matthew A. Kraft, and John P. Papay. 2012. “[How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement](/publications/how-context-matters-high-need-schools-effects-teachers%E2%80%99-working)”. Teachers College Record, 114, 10, Pp. 1-39 Susan Moore Johnson, Matthew A. Kraft, and John P. Papay. 2012. “[How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement](/publications/how-context-matters-high-need-schools-effects-teachers%E2%80%99-working)”. Teachers College Record, 114, 10, Pp. 1-39 - add\_circle do\_not\_disturb\_on Abstract ***Background/Context:** Educational policy makers have begun to recognize the challenges posed by teacher turnover. Schools and students pay a price when new teachers leave the pro- fession after only 2 or 3 years, just when they have acquired valuable*... ### 2015 Nicole S. Simon and Susan Moore Johnson. 2015. “[Teacher Turnover in High-Poverty Schools: What We Know and Can Do](/publications/teacher-turnover-high-poverty-schools-what-we-know-and-can-do)”. Teachers College Record, 117, 3, Pp. 1-36 Nicole S. Simon and Susan Moore Johnson. 2015. “[Teacher Turnover in High-Poverty Schools: What We Know and Can Do](/publications/teacher-turnover-high-poverty-schools-what-we-know-and-can-do)”. Teachers College Record, 117, 3, Pp. 1-36 - add\_circle do\_not\_disturb\_on Abstract ***Background/Context:** Over the past three decades, teacher turnover has increased sub- stantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving*... ### 2005 Susan Moore Johnson, Jill Harrison Berg, and Morgaen L. Donaldson. 2005. [Who Stays in Teaching and Why: A Review of the Literature on Teacher Retention](/publications/who-stays-teaching-and-why-review-literature-teacher-retention). NRTA’s Educator Support Network Susan Moore Johnson, Jill Harrison Berg, and Morgaen L. Donaldson. 2005. [Who Stays in Teaching and Why: A Review of the Literature on Teacher Retention](/publications/who-stays-teaching-and-why-review-literature-teacher-retention). NRTA’s Educator Support Network - [ picture\_as\_pdfharvard\_report.pdf](/sites/g/files/omnuum4506/files/gse-projectngt/files/harvard_report.pdf) - [ picture\_as\_pdfharvard\_report.pdf](/sites/g/files/omnuum4506/files/gse-projectngt/files/harvard_report.pdf) ### 2004 Susan Moore Johnson and The Project Next Generation Teachers. 2004. [Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools](https://smile.amazon.com/Finders-Keepers-Helping-Teachers-Survive/dp/0787969257/ref=sr_1_1?keywords=Finders+and+Keepers+Susan+Moore+Johnson&qid=1564149356&s=books&sr=1-1). Jossey-Bass Susan Moore Johnson and The Project Next Generation Teachers. 2004. [Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools](https://smile.amazon.com/Finders-Keepers-Helping-Teachers-Survive/dp/0787969257/ref=sr_1_1?keywords=Finders+and+Keepers+Susan+Moore+Johnson&qid=1564149356&s=books&sr=1-1). Jossey-Bass - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfFinders and Keepers Table...](/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_table_of_contents.pdf) - [ picture\_as\_pdfFinders and Keepers Order...](/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_one_pager.pdf) *Finders and Keepers* is based on a longitudinal study of fifty new teachers during their first years in the classroom. It highlights the cases of ten, whose stories vividly illustrate the joys and disappointments of new teachers in today's schools. The... - [ picture\_as\_pdfFinders and Keepers Table...](/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_table_of_contents.pdf) - [ picture\_as\_pdfFinders and Keepers Order...](/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_one_pager.pdf) ### 2002 David Kauffman, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske. 2002. “[’Lost at Sea’: New Teachers’ Experiences With Curriculum and Assessment](/publications/lost-sea-new-teachers%E2%80%99-experiences-curriculum-and-assessment)”. Teachers College Record, 104, 2 David Kauffman, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske. 2002. “[’Lost at Sea’: New Teachers’ Experiences With Curriculum and Assessment](/publications/lost-sea-new-teachers%E2%80%99-experiences-curriculum-and-assessment)”. Teachers College Record, 104, 2 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](https://journals.sagepub.com/doi/abs/10.1111/1467-9620.00163) In “**Lost at sea”: New teachers’ experiences with curriculum and assessment**" by D. Kauffman, S. M. Johnson, S. M. Kardos, E. Liu, & H. G. Peske (*Teachers College Record*, Vol. 104 No. 2, March 2002), we describe how curriculum and assessment are important... - [ descriptionPublisher's Version](https://journals.sagepub.com/doi/abs/10.1111/1467-9620.00163) ### 2001 Susan M. Kardos, Susan Moore Johnson, Heather G. Peske, David Kauffman, and Edward Liu. 2001. “[Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools](/publications/counting-colleagues-new-teachers-encounter-professional-cultures-their)”. Educational Administration Quarterly, 37, 2, Pp. 250-90 Susan M. Kardos, Susan Moore Johnson, Heather G. Peske, David Kauffman, and Edward Liu. 2001. “[Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools](/publications/counting-colleagues-new-teachers-encounter-professional-cultures-their)”. Educational Administration Quarterly, 37, 2, Pp. 250-90 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](http://eaq.sagepub.com/cgi/content/abstract/37/2/250?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&author1=kardos&searchid=1114201899500_158&stored_search=&FIRSTINDEX=0&sortspec=relevance&journalcode=speaq) In "**Counting on colleagues: New teachers encounter the professional cultures of their schools**" by S. M. Kardos, S. M. Johnson, H. G. Peske, D. Kauffman, & E. Liu (*Educational Administration Quarterly*, April 2001), we use new entrants’ accounts to... - [ descriptionPublisher's Version](http://eaq.sagepub.com/cgi/content/abstract/37/2/250?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&author1=kardos&searchid=1114201899500_158&stored_search=&FIRSTINDEX=0&sortspec=relevance&journalcode=speaq)