Who We Are

  • TxCEE staff puts systems in place to help principals improve their practice and transform low achieving schools into buildings where teachers want to teach. 
  • TxCEE helps teachers improve their practice and increase their effectiveness by providing structures and resources to support them.
  • TxCEE puts robust educator evaluation systems in place to identify areas of strength and weakness so that the strengths can be replicated and the weaknesses can be supported.
  • TxCEE focuses on building talent one educator at a time.

What We Know:

(1)  Teacher quality is the most important schooling factor affecting student achievement.

We know that one effective teacher vs. one very ineffective teacher can make a difference of more than a year’s growth for a student. We also know that an effective teacher workforce can profoundly influence a country’s economic growth. The statistics indicate that students in high-need schools have limited access to effective educators and often have high percentages of inexperienced teachers. Recent research indicates that beginner teachers turnover at a higher rate than any other group of teachers (Ingersoll, Merrill, & Stuckey, 2014). In addition, the highest turnover rates occur in high-minority, high-poverty, rural, and urban public schools (Ingersoll, Merrill, & Stuckey, 2014). On average, 9% percent of the teachers in Texas schools have less than one year of experience. These challenges make it difficult to build and maintain success when administrators must continually recruit, motivate, and develop high-quality teachers to increase student achievement (Headden, 2014).

(2)  Successful school systems understand the need to attract, select, develop, and retain the right leaders

Increasingly, research has found that school leaders have an impact on student achievement as well (Bryk et al., 2010). In fact, among school related factors, school leadership is second only to teaching when ranking school and classroom factors that have a measurable effect on improving school outcomes and student performance (Leithwood et al., 2004). Strong campus leadership is also critical to teacher retention. Novice teachers cite lack of professional and administrative support as a primary reason for leaving the profession. In addition to high teacher turnover, high principal turnover has been linked to low student achievement and is common in high-need, hard-to-staff schools (Headden, 2014). TxCEE works with school districts to develop a plan to provide incentives to attract and retain the most effective principals to high-need schools and keep them there.

(3)  There are Gaps and Weaknesses in Educator Support and Reward Opportunities

Gaps and weaknesses in systems for recruiting, supporting, and retaining effective educators have a tremendous impact on student achievement in low performing schools. Moreover, there is a significant gap in educator quality in the lowest preforming schools. Low performing schools often lack relevant training opportunities and clear pathways for growth and leadership that lead to “talent drain”, significantly limiting effective sustainable leadership (Bierly & Shy, 2013, pg. 4). The damaging effects of unsuccessful school leadership are largest in troubled schools (Bierly & Shy, 2013).

(4)  Novice teachers and principals are not adequately prepared to work in high-poverty, low-performing schools where there are high populations of ELL students

In these schools, family and community engagement is severely limited, if not non-existent.

(5)  District leadership often lacks sufficient supports for principals

Without adequate preparation and support, educators become increasingly frustrated and will leave the school or the profession altogether, thus contributing to the mounting attrition problem in our most needy schools.

 

What We Believe:

 

All educator training should be driven by evaluation results as well as student needs in order to develop skills that increase educator efficacy. Utilizing research-based strategies, teachers should be able to better understand the appropriate levels of intellectual, physical, social, and emotional development of their students and differentiate their instruction accordingly. District and campus leaders should focus on best practices for creating a school climate of success for second language learners and their families.

A comprehensive and robust system, driven by rigorous academic standards, is critical to ensure that highly effective teachers and principals are available for every student and teacher, respectively. Some of our experience includes implementation of the following:

  • Models for strengthening the educator pipeline;
  • Models for supporting development of effective teachers and principals;
  • Strategies for identifying, recruiting, retaining, and distribution of effective educators; and
  • Models of innovation for educator compensation.