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Workplaces That Support High-Performing Teaching and Learning: Insights from Generation Y Teachers

Abstract

A new report issued jointly by the American Institutes for Research (AIR) and the American Federation of Teachers (AFT) finds that three out of four Generation Y (Gen Y) teachers support the idea of more rigorous and frequent feedback from their principals and peers on the effectiveness of their instruction. The study provides insights into the attitudes of Gen Y teachers - those born between 1977 and 1995 - as well as the implications for school policy and practice. The report was released at the annual conference of the national Education Writers Association in New Orleans on April 7, 2011. Gen Y teachers represent a rapidly growing proportion of the teaching workforce. Research shows that Gen Y will make up nearly half of all workers by 2020 as the Baby Boomer generation transitions out of those positions. These generational shifts have significant implications for teacher workforce development, which education leaders need to be aware of in order to develop and sustain high performing schools.

The study, funded by the Ford Foundation, found that successful practices include: Ensure teachers receive regular feedback on their effectiveness; Support peer learning and shared practice; Recognize (and reward) high performance; Have fair, rigorous, and meaningful evaluation systems; Leverage technology intelligently to enhance performance.

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