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Focus Area:
Workforce Innovation

Teachers and leaders are critical to the learning experience.

Systems across the country are rethinking how they manage teacher and leader talent. To inform these management efforts, CRPE examines pressing problems and new approaches related to how districts and schools find, develop, and retain their workforce.

Some years ago CRPE published An Impossible Job? A View from the Urban Superintendent’s Chair. It detailed the many things stacked against a district superintendent’s success, including politics, bureaucracy, union dominance of school boards, and...

In K–12 education, politics is the great equalizer. It has killed initiatives from the right and from the left, from top-down district curriculum mandates to site-based management. Common Core State Standards, test-based accountability, and the...

This paper examines the characteristics of effective superintendents and offers guidance for current and aspiring district leaders as well as those offering superintendent training programs.

This case study profiles the unique school improvement effort in Springfield, MA, and compares it with other turnaround strategies.

Many have observed that the passage of the Every Student Succeeds Act provides states a prime opportunity to support improvement in K-12 education. But can state chiefs, historically weak and with few formal powers, deliver?...

Paul Hill and Ashley Jochim offer ideas and examples for how state chiefs can best use their powers to effectively lead the improvement of schools and districts.

Donald Trump’s voters in rural areas and small towns made a point: they were left behind while a lot of the country made economic progress and they want that to change. It doesn’t matter whether...

This analysis of trends across portfolio districts shows where cities are making progress on strategy implementation and where they are getting bogged down.

To people in education, the Wells Fargo scandal sounds eerily familiar. Top executives tried to increase performance by setting ambitious goals for opening new accounts, and attaching big rewards and penalties. Managers believed internal reports...

This is the third in our series of “Notes From the Field” on personalized learning. Over the course of this project we’ve heard a lot from schools about what personalized learning (PL) means for teachers...

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