The Project on the Next Generation of Teachers has reported on a variety of topics about the experiences of early-career teachers in schools today.

Recent Publications

Susan Moore Johnson, Stefanie K. Reinhorn, and Nicole S. Simon. 2016. “Teamwork: Time Well Spent.” Educational Leadership, 73, 8, Pp. 24-29.
Stefani K. Reinhorn and Susan Moore Johnson. 2015. “Can Evaluation Provide Accountability and Development?”.Abstract

Nationwide, schools are implementing ambitious evaluation policies meant to improve education by holding teachers accountable and supporting their development. Seeking to learn whether and how evaluation policy could serve both purposes, we explored implementation of standards-based evaluation in six high-poverty schools of one urban district. Teachers widely said they wanted evaluation to provide both accountability and development. However, only one principal used evaluation to achieve both purposes. Four principals responded perfunctorily to the policy and achieved neither purpose. The sixth principal used evaluation primarily to dismiss teachers. We examine differences in implementation and their implications for policy, practice, and research.

Stefanie K. Reinhorn, Susan Moore Johnson, and Nicole S. Simon. 2016. “Investing in Development: Six High-Performing, High-Poverty Schools Implement Massachusetts' Teacher Evaluation Policy”.Abstract

We studied how six district, turnaround, and charter schools located in one Massachusetts city implemented the state's new teacher evaluation policy.  All schools served high-poverty, high-minority communities and had received the state's highest accountability rating.  To learn how these successful schools approached classroom observations, feedback, and summative ratings, we interviewed 142 teachers and administrators and studied relevant documents.  We analyzed data using sense-making theory (Spillane, Reiser, & Reimer, 2002), which considers how individuals' knowledge and beliefs, the context in which they work, and the policy stimuli they encounter affect implementation.  All schools prioritized the goal of developing teachers over holding them accountable.  Each school operated in a district policy context, which affected its approach to implementation.  We discuss implications for policy, practice, and research.