86% OF DISTRICT AI EARLY ADOPTERS OFFER PROFESSIONAL DEVELOPMENT FOR TEACHERS 

In its latest review of districts it considers AI early adopters, the Center for Reinventing Public Education reported that more are offering AI professional development for teachers in the 2025-26 school year than in 2024-25: 86% compared to 63% last year. In addition, more districts are providing support on using AI tools for teachers (77% vs. 70%) and students (63% vs. 58%). The number of districts considered AI early adopters rose from 40 in 2024-25 to 79 districts in 2025-26.
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19 PERCENTAGE POINT DIFFERENCE IN PRINCIPALS’ AND TEACHERS’ PERCEPTIONS OF PROFESSIONAL LEARNING FOR STUDENT ENGAGEMENT   

Findings from a new report, Education Insights 2025-2026: Fueling Learning Through Engagement, show that while teachers and leaders recognize student engagement as essential to learning, there are inconsistencies in how they define, observe, and support it. The report is based on the perspectives of 1,398 K-12 educators, parents, and students in the U.S. It found that while 86% of principals and 98% of superintendents report their district provides teachers with adequate professional development strategies for engaging students, just 67% of teachers agree. When asked what would most help them consistently deliver engaging learning experiences, teachers overwhelmingly identified more time to prepare lessons as their top need.
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71% OF EDUCATION LEADERS CITE UNCERTAINTY OVER FEDERAL FUNDING AS A MAJOR DISRUPTOR TO STRATEGIC RESOURCE DECISION-MAKING   

A new Education Week Research Center white paper surfaces K-12 administrators’ perspectives on strategic resourcing in schools and districts. According to Sharing Solutions: K-12 Administrators Weigh in on Strategic Resourcing, most administrators surveyed reported that uncertainty about future federal funding (71%) and the state of the economy (58%) have significantly disrupted their ability to make strategic decisions about academic resources. Leaders also named internal factors that hinder their strategic resourcing initiatives, most often citing as culprits lack of information necessary to accurately forecast the amount or sources of funding (45%), inability to sustain alignment over time due to leadership or staffing changes (35%), inconsistent instructional goals stemming from staffing turnover (33%), siloed decision-making (32%), and shifts in instructional priorities due to political pressure (32%).
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64% OF LEADERS RANK TEACHER RETENTION AS A SCHOOL DISTRICT PRIORITY OVER THE NEXT THREE YEARS

District leaders say over the next three years they are most likely to prioritize spending for teacher retention (64%), capital projects such as school building improvements (50%), and addressing challenges in student mental health and the needs of special education students (each 46%). These findings are based on a June 2025 McKinsey & Company survey of more than 300 K-12 district leaders asking them about their expectations for funding at the federal, state, and local levels; district priorities; and anticipated district spending by category. The leaders indicated they are least likely to prioritize expanding assessment and accountability programs (22%), addressing health and well-being challenges (17%), and expanding virtual/hybrid instructional models (14%). Providing professional learning to existing teachers was cited as a spending priority by 36% of respondents.
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90% OF TEACHERS AROUND THE WORLD REPORT BEING SATISFIED WITH THEIR JOBS

Nine in 10 teachers across Organisation for Economic Co-operation and Development (OECD) education systems report being satisfied with their jobs overall, according to a recent OECD report. Almost three-quarters would choose to work as a teacher again. The report, The State of Teaching, is based on the Teaching and Learning International Survey (TALIS), which is conducted every five to six years by the OECD. The 2024 survey was completed by approximately 280,000 teachers and school leaders at lower secondary schools across 55 education systems. Mentoring to help new teachers has increased over previous years, with the share of novice teachers with an assigned mentor increasing in about one-third of education systems. Across the OECD, an average of one in four novice teachers now has an assigned mentor.
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