Teacher Workforce and Labor Markets
Seven Trends: The Transformation of the Teaching Force (Updated October 2018)
Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? This report summarizes the results of an exploratory research project that investigated what trends and changes have, or have not, occurred in the teaching force over the past three decades.
Jal Mehta
Jal Mehta is a professor at the Harvard Graduate School of Education. His research explores the role of different forms of knowledge in tackling major social and political problems, particularly problems of human improvement. He has also written extensively on what it would take to improve American education, with a particular focus on the professionalization of teaching.
Amanda Datnow
Amanda Datnow is a Professor in the Department of Education Studies and Associate Dean of the Division of Social Sciences at the University of California, San Diego. Her research focuses on educational reform and policy, particularly with regard to issues of equity and the professional lives of educators. Over the past decade, she has conducted numerous studies examining the use of da
Peter Goff
Peter Goff is an assistant professor at the University of Wisconsin-Madison in the department of Educational Leadership and Policy Analysis, where he teaches classes on quantitative analysis, research methods, and K-12 finance policy. Dr. Goff’s research examines the policies and practices surrounding the strategic management of human capital (SMHC).
Steven Kimball
Steven Kimball conducts research with the Consortium for Policy Research in Education (CPRE) and the Value-Added Research Center (VARC) within WCER. He also works on the Comprehensive Assessment of Leadership for Learning (CALL) project that is developing a formative assessment of distributed school leadership. His work with CPRE has included research and dissemination focused on standards-based teacher evaluation and compensation reforms.
Brian Rowan
Allan Odden
Allan Odden is professor emeritus of educational leadership and policy analysis at the University of Wisconsin-Madison and co-director of the Consortium for Policy Research in Education (CPRE). He previously served as professor of education policy and administration at the University of Southern California (1984-1993), and director of Policy Analysis for California Education (PACE), an education policy consortium of USC, Stanford and the University of California, Berkeley.
Richard Ingersoll
After teaching in both public and private schools for a number of years, Richard Ingersoll obtained a Ph.D. in sociology from the University of Pennsylvania in 1992. From 1995 to 2000 he was a faculty member in the Sociology Department at the University of Georgia and currently he is the Board of Overseers Professor of Education and Sociology at the University of Pennsylvania.
Heather C. Hill
Heather C. Hill is a professor at the Harvard Graduate School of Education. Her primary work focuses on developing new measures of mathematics teacher and teaching quality, and using these measures to inform current policies and instructional improvement efforts. From 2000 to 2010, she and colleagues developed an assessment of teachers’ mathematical knowledge for teaching (MKT) as well as an observational instrument to evaluate the mathematical quality of instruction (MQI) within classrooms.
