Clinically Based Teacher Education In Action

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Clinically Based Teacher Education in Action

Eva Garin,Rebecca West Burns
Clinically Based Teacher Education in Action Book PDF

Author : Eva Garin,Rebecca West Burns
Publisher : IAP
Page : 339 pages
File Size : 51,8 Mb
Release : 2020-04-01
Category : Education
ISBN : 9781648020032

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Clinically Based Teacher Education in Action by Eva Garin,Rebecca West Burns Pdf

Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.

(Re)Designing Programs:

Jennifer Jacobs,Rebecca West Burns
Re Designing Programs Book PDF

Author : Jennifer Jacobs,Rebecca West Burns
Publisher : IAP
Page : 339 pages
File Size : 43,7 Mb
Release : 2021-04-01
Category : Education
ISBN : 9781648024733

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(Re)Designing Programs: by Jennifer Jacobs,Rebecca West Burns Pdf

Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work?in?schools, but they will need to work?with?schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students. The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher?education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a “Before You Read” section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a “Spotlight from Practice,” in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called “Exercises for Action,” which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better. Praise for (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation: "Jennifer Jacobs and Rebecca West Burns’ book, “(Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation,” is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators." - D. John McIntyre

Outcomes of High-Quality Clinical Practice in Teacher Education

Diane Yendol-Hoppey,David T. Hoppey
Outcomes of High Quality Clinical Practice in Teacher Education Book PDF

Author : Diane Yendol-Hoppey,David T. Hoppey
Publisher : IAP
Page : 277 pages
File Size : 40,7 Mb
Release : 2018-07-01
Category : Education
ISBN : 9781641133777

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Outcomes of High-Quality Clinical Practice in Teacher Education by Diane Yendol-Hoppey,David T. Hoppey Pdf

For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.

Advancing Supervision in Clinically Based Teacher Education

Rebecca West Burns,Laura Baecher,Jennifer K. McCorvey
Advancing Supervision in Clinically Based Teacher Education Book PDF

Author : Rebecca West Burns,Laura Baecher,Jennifer K. McCorvey
Publisher : IAP
Page : 231 pages
File Size : 51,7 Mb
Release : 2022-02-01
Category : Education
ISBN : 9781648027208

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Advancing Supervision in Clinically Based Teacher Education by Rebecca West Burns,Laura Baecher,Jennifer K. McCorvey Pdf

Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O’Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors “may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field” (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation. Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.

Clinical Experiences in Teacher Preparation

Kristien Zenkov,Kristine Pytash
Clinical Experiences in Teacher Preparation Book PDF

Author : Kristien Zenkov,Kristine Pytash
Publisher : Routledge
Page : 180 pages
File Size : 45,8 Mb
Release : 2018-08-06
Category : Education
ISBN : 9781351116688

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Clinical Experiences in Teacher Preparation by Kristien Zenkov,Kristine Pytash Pdf

Responding to multiple scholarly, policy, and practical calls for a greater focus on clinical teacher preparation, this volume operates on the assumption that few experiences in future teachers’ training are more important than their field experiences. This text introduces the model of critical, project-based (CPB) clinical experiences, which provides teacher candidates with exemplary on-the-ground training, honors veteran teachers as school-based teacher educators, and offers university-based teacher educators new roles that ensure their practices and scholarship are explicitly relevant to all of schools’ constituents. Answering the call for relevant, high quality, clinically-based teacher education, this volume will offer scholarly and narrative examinations of examples of CPB clinical experiences that will be of interest to all involved in and impacted by educator preparation programs.

Building Mentoring Capacity in Teacher Education

John E. Henning,Dianne M. Gut,Pamela C. Beam
Building Mentoring Capacity in Teacher Education Book PDF

Author : John E. Henning,Dianne M. Gut,Pamela C. Beam
Publisher : Routledge
Page : 226 pages
File Size : 42,5 Mb
Release : 2018-08-23
Category : Education
ISBN : 9781351260107

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Building Mentoring Capacity in Teacher Education by John E. Henning,Dianne M. Gut,Pamela C. Beam Pdf

This book is an instructional guide for designing and implementing mentoring programs that support clinically-based teacher education. Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam C. Beam outline a developmental approach for supporting mentees as they grow in their careers from teacher candidates to early-career teachers and teacher leaders. Mentors will learn how professional development occurs and how to create the conditions to foster and accelerate it. In Part I, chapters outline key components of the mentoring process, including strategies for engaging, coaching, co-teaching, and encouraging reflection. Part II demonstrates how those strategies can support mentees at different stages of their development. Included throughout are case studies, activities, and discussion questions to facilitate learning.

Preparing the Next Generation of Teacher Educators for Clinical Practice

Diane Yendol-Hoppey,Nancy Fichtman Dana,David T. Hoppey
Preparing the Next Generation of Teacher Educators for Clinical Practice Book PDF

Author : Diane Yendol-Hoppey,Nancy Fichtman Dana,David T. Hoppey
Publisher : IAP
Page : 327 pages
File Size : 54,9 Mb
Release : 2019-07-01
Category : Education
ISBN : 9781641136167

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Preparing the Next Generation of Teacher Educators for Clinical Practice by Diane Yendol-Hoppey,Nancy Fichtman Dana,David T. Hoppey Pdf

Today, in many contexts the lack of attention to preparing the next generation of teacher educators as well as having a critical mass of faculty who understand the current teacher education research problem lingers. Although the NCATE Blue Ribbon Panel Report (2010), the recent advent of the CAEP standards, and the new AACTE Clinical Practice Commission Report (2017) challenge those responsible for teacher preparation to rethink the design as well as their work within clinical practice, there is much too little discussion about how to prepare the next generation of teacher educators to work differently. Just like Zeichner found almost 20 years ago, teacher education still too often remains “a tangential concern for most and the major concern of only a few” (Ziechner, 1999, p. 11). These concerns raise important questions for those who are currently responsible for pivoting, reinventing, and researching teacher preparation. This book offers insights from teacher education researchers that illustrate the ongoing benefits and persistent challenges of educating and preparing university and school-based teacher educators. This is an important step in understanding the complex roles, practices, and responsibilities associated with high quality teacher education that emphasizes clinical practice.

The Power of Clinical Preparation in Teacher Education

Ryan Flessner,Debra R. Lecklider
The Power of Clinical Preparation in Teacher Education Book PDF

Author : Ryan Flessner,Debra R. Lecklider
Publisher : Rowman & Littlefield
Page : 236 pages
File Size : 46,8 Mb
Release : 2017-09-08
Category : Education
ISBN : 9781475839524

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The Power of Clinical Preparation in Teacher Education by Ryan Flessner,Debra R. Lecklider Pdf

Preparing teachers to work in our nation’s classrooms presents an array of challenges for teacher educators. Recently, organizations such as the American Association of Colleges for Teacher Education (AACTE), the National Council for Accreditation of Teacher Education (NCATE), and the Council of Chief State School Officers (CCSSO) released reports calling for change, supporting clinical teacher preparation, and encouraging links between university faculty, clinical faculty (P-12 educators), and pre-service teachers. This book (as well as its companion text, Case Studies of Clinical Preparation in Teacher Education: An Examination of Three Teacher Preparation Partnerships) responds to calls for change in teacher education. Sponsored by the Association of Teacher Educators (ATE) and its Commission on Clinically-Based Teacher Preparation, the book includes program descriptions, theoretical frameworks, and research studies. Initiated in response to Dr. Nancy Zimpher’s keynote speech at ATE’s 2011 Annual Meeting, the Commission on Clinically-Based Teacher Preparation set out to identify exemplary programs of teacher education, promising practices within those programs, and research related to the programs’ clinical practices. This text represents the Commission’s findings.

Case Studies of Clinical Preparation in Teacher Education

Ryan Flessner,Debra R. Lecklider
Case Studies of Clinical Preparation in Teacher Education Book PDF

Author : Ryan Flessner,Debra R. Lecklider
Publisher : Rowman & Littlefield
Page : 197 pages
File Size : 43,6 Mb
Release : 2017-10-08
Category : Education
ISBN : 9781475839494

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Case Studies of Clinical Preparation in Teacher Education by Ryan Flessner,Debra R. Lecklider Pdf

Preparing teachers to work in our nation’s classrooms presents an array of challenges for teacher educators. Recently, organizations such as the American Association of Colleges for Teacher Education (AACTE), the National Council for Accreditation of Teacher Education (NCATE), and the Council of Chief State School Officers (CCSSO) released reports calling for change, supporting clinical teacher preparation, and encouraging links between university faculty, clinical faculty (P-12 educators), and pre-service teachers. This book (as well as its companion text, The Power of Clinical Preparation in Teacher Education: Embedding Teacher Preparation within P-12 School Contexts) responds to calls for change in teacher education. Sponsored by the Association of Teacher Educators (ATE) and its Commission on Clinically-Based Teacher Preparation, the book includes program descriptions, theoretical frameworks, and research studies. Initiated in response to Dr. Nancy Zimpher’s keynote speech at ATE’s 2011 Annual Meeting, the Commission on Clinically-Based Teacher Preparation set out to identify exemplary programs of teacher education, promising practices within those programs, and research related to the programs’ clinical practices. This text represents the Commission’s findings.

(Re)Designing Programs

Jennifer Jacobs,Rebecca West Burns
Re Designing Programs Book PDF

Author : Jennifer Jacobs,Rebecca West Burns
Publisher : Unknown
Page : 340 pages
File Size : 52,8 Mb
Release : 2021-04-22
Category : Electronic
ISBN : 1648024718

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(Re)Designing Programs by Jennifer Jacobs,Rebecca West Burns Pdf

"Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration will be equity- centered on addressing the inequities that PK-12 students face and working together to bring about greater equity and justice for our nation's students. The purpose of this book is to support individuals who are passionate about and interested in preparing teachers, in designing clinically based teacher preparation programs that place equity at the core and align with calls for transforming teacher education. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, supervision, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish this book, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better"--

Exemplary Clinical Models of Teacher Education

Sara R. Helfrich,Sara L. Hartman
Exemplary Clinical Models of Teacher Education Book PDF

Author : Sara R. Helfrich,Sara L. Hartman
Publisher : IAP
Page : 184 pages
File Size : 44,7 Mb
Release : 2023-06-01
Category : Education
ISBN : 9798887301471

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Exemplary Clinical Models of Teacher Education by Sara R. Helfrich,Sara L. Hartman Pdf

Across settings, teacher education programs utilize innovative practices to prepare teacher candidates, yet rarely is this work shared in a way that is accessible to stakeholders. This book presents exemplary models utilized by universities in a variety of settings, with the objective of sharing with readers a sampling of research-based teacher preparation models that are currently in place at accredited universities and colleges across the country, in an effort to help others that are developing or redesigning their programs. Authors of the included chapters focused on the setting in which their college/university is located. Location impacts every aspect of a clinical model of teacher preparation, including the number and proximity of placements that are available for teacher candidates, access to resources, and diversity of experiences. The authors, in describing their clinical model, address how their location impacts their model, sharing information about the resources to which they have access, how they make use of available resources in potentially unique ways, as well as how they overcome a lack of resources to provide a meaningful and diverse experience for their candidates. Readers will be able to use this book to learn more about how similar colleges/universities are embracing their locations and resources to further the learning of their candidates and to implement these ideas within their own programs. All those involved in teacher preparation – state-level policy makers, university and P-12 administrators, and educators who bridge university and school settings to work together to prepare teacher candidates – will benefit from this book. It can serve as a resource for these individuals to help inform them of how universities and colleges across the country are implementing a clinically-based teacher preparation program so that they have a model for creating, implementing, assessing, and maintaining their own program. Additionally, teacher education faculty and staff may utilize it for help with self-studies and accreditation purposes, and as a text to use within courses in principal and/or superintendent preparatory programs.

Using Data to Improve Teacher Education

Charles A. Peck,Kristen Cuthrell,Désirée H. Pointer Mace,Tine Sloan,Diana B. Lys
Using Data to Improve Teacher Education Book PDF

Author : Charles A. Peck,Kristen Cuthrell,Désirée H. Pointer Mace,Tine Sloan,Diana B. Lys
Publisher : Unknown
Page : 273 pages
File Size : 53,5 Mb
Release : 2021
Category : Education
ISBN : 9780807764701

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Using Data to Improve Teacher Education by Charles A. Peck,Kristen Cuthrell,Désirée H. Pointer Mace,Tine Sloan,Diana B. Lys Pdf

"A collaborative effort between researchers and practitioners, this volume presents lessons learned to assist teacher educators who are engaged daily with the challenges of making data useful and used in their programs. Readers will see how the work carried out in "high data use" teacher education programs strengthened local program identity and coherence"--

What Counts as Knowledge in Teacher Education?

James D. Raths,Amy C. McAninch
What Counts as Knowledge in Teacher Education Book PDF

Author : James D. Raths,Amy C. McAninch
Publisher : Praeger
Page : 0 pages
File Size : 40,7 Mb
Release : 1999
Category : Knowledge, Theory of
ISBN : 1567504248

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What Counts as Knowledge in Teacher Education? by James D. Raths,Amy C. McAninch Pdf

The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge. Formal research studies, long the source of the knowledge base of teaching, is discredited by new ideologies that are based in the women's movement, the multiculturalists, and persons taken up with newer research strategies called naturalistic, ethnographic, or case study approaches. The book is a collection of essays that rehearses the issues facing the field, and addresses them in forthright fashion.

Clinical Experiences in Teacher Education

Kristien Zenkov,Kristine E. Pytash
Clinical Experiences in Teacher Education Book PDF

Author : Kristien Zenkov,Kristine E. Pytash
Publisher : Unknown
Page : 0 pages
File Size : 44,9 Mb
Release : 2020
Category : Electronic
ISBN : 0367587025

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Clinical Experiences in Teacher Education by Kristien Zenkov,Kristine E. Pytash Pdf

This text introduces the model of critical, project-based (CPB) clinical experiences, which provides teacher candidates with exemplary on-the-ground training and offers university-based teacher educators new roles that ensure their practices and scholarship are explicitly relevant to all of schools' constituents.

Opportunities and Challenges in Teacher Recruitment and Retention

Carol R. Rinke,Lynnette Mawhinney
Opportunities and Challenges in Teacher Recruitment and Retention Book PDF

Author : Carol R. Rinke,Lynnette Mawhinney
Publisher : IAP
Page : 369 pages
File Size : 45,7 Mb
Release : 2019-05-01
Category : Education
ISBN : 9781641136617

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Opportunities and Challenges in Teacher Recruitment and Retention by Carol R. Rinke,Lynnette Mawhinney Pdf

Opportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers’ careers across the professional lifespan. Grounded in the notion that teachers’ voices are essential for understanding teachers’ lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look closely at the particular issues that arise when recruiting an effective, committed, and diverse workforce, as well as the challenges that arise once teachers are immersed in the classroom setting. Promising directions are also included for particularly high-need areas such as early childhood teachers, Black male teachers, STEM teachers, and urban teachers. The book concludes with a call for self-care in teachers’ lives. Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers’ lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.