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Editor's Note:
This, the second issue of our journal, tackles the difficult questions about effective teaching
preparation in the 21st century. Better yet, once we feel like we have adequately prepared
teachers in today's work force, how oh how do we KEEP them?
Topics in this issue range greatly, including mentoring models to STEM teacher recruitment,
new standards for today's teachers, the use of PLCs and inquiry to inform instruction,
expectations of aspiring secondary school principals, and the direct effects of teacher retention
on student achievement. What do all of these have in common? Undoubtedly, they remind us
that the interconnectedness of student outcomes and teaching effectiveness cannot be
underestimated. As we continue to gauge the ever-changing needs of students, and therefore
teachers and administrators, in today's classrooms, let us not forget the importance that research
and the sharing of best practices can have on our professional growth and in the advancement of
our profession.
For all who submitted articles and took the time to review articles for this issue, we extend our
appreciation for this time and effort. The quality of work we are able to contribute depends on
the dedication, research, and classroom experiences of other educators. Sincerely, we thank you.
Amy M. Williamson & Blake Hightower
Editors, Journal of Teaching Effectiveness and Student Achievement