Teachers The Urban School Boards Initiative project participants agreed that good teachers are central to the goal of raising student achievement, and the most effective school boards align all their actions and practice with the goal of attracting, developing, and retaining teachers who know their subject matter and how to teach it. This means identifying and hiring the best possible teachers and providing ongoing professional development that is focused on improving learning and raising academic achievement for all students. Urban school districts frequently have a difficult time filling teacher vacancies and often can't match the salaries or working conditions found in suburban school districts. In addition, teachers hired in urban schools are more likely than their counterparts in suburban and rural districts to be teaching out of their field and to have no teaching license or an emergency or temporary one. This situation is a significant challenge for school boards, one that in significant ways is constrained by factors beyond their control.
The National School Boards Foundation's poll asked both the urban public and urban board members how they perceive their school systems to be doing, and asked them to identify what they consider the most effective ways to improve learning. The poll showed that the public believes good teaching is a critical factor in education. One of the most highly ranked suggestions for improving urban schools, according to the public, is ongoing training for teachers. According to the study, school boards have less confidence in teacher training as a strategy for increasing student learning.
Hire Good Teachers Project participants agreed that, since the quality of the teachers hired determines to a great extent the potential benefits that can be derived from professional development and from accountability systems, school boards first need to ensure that the best teachers are hired to work in their school systems. Important factors in attracting good candidates are clearly articulated values, standards, and policies that support the work of teachers—enforcing discipline, creating an environment of civility, and providing the necessary time, materials, and assistance for teachers to do their jobs. Of course, the salaries and benefits offered need to be competitive to attract strong candidates. It also is essential that everyone involved in the process of hiring teachers understand the needs and expectations for teaching professionals in urban schools, particularly in regard to teaching a diverse student body. Provide Professional Development After good teachers have been hired, investment in teacher learning is the primary policy lever that school boards have to raise student achievement. A central part of a school board's role is to ensure that teachers are ready to help all children learn. Genuine professional development should be an ongoing process that provides teachers with access to the knowledge, skills, resources, and the time for collaborative discussions focused on improving learning and teaching. One participant in the roundtable characterized appropriate and meaningful professional development as a way of living one's life as a professional embedded in a learning community.
Ultimately, if school boards want to raise academic achievement for all students, there will have to be fundamental changes in the way schools teach. New strategies to reach increasingly diverse groups of students and valid assessments will have to be created if teachers, administrators, and school boards are to make appropriate decisions. This will require leadership, funding, and integrated, ongoing professional development.
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