The Spring 2018 edition of our newsletter for Opportunity Culture educators includes a summary of a recent study showing strong student learning gains in Opportunity Culture schools with multi-classroom leaders, a column by Charlotte-Mecklenburg Schools MCL Candace Butler, a spotlight on recent teacher-leader award winners, and links to free resources to use now! Read the Spring 2018 newsletter here.
Published on EdNC.org, February 23, 2018, by Multi-Classroom Leader Candace Butler
As a young child I was always taught the famous proverb: If you love your job, you will never work a day in your life. I discovered my passion in education—my love for learning and teaching. So I have truly never “worked” since I was 21 years old. As I matured, though, I realized that we all need continued inspiration to keep pushing toward the goal of creating successful students.
After 11 years of teaching, I began to feel complacent. I knew the lessons. I knew the students. I knew the building. I knew the staff. My passion was dwindling. I needed to reach out and change lives in a different way.
I focused first on my students—creating bulletin boards that showed the rigorous learning taking place, revamping plans for higher student engagement—and began to feel inspired. I remembered why the profession chose me.
But many of my fellow teachers seemed tired and sad, going home weary every day with papers to grade and lessons to create. I began leaving notes on coworkers’ desks, sharing my ideas about what makes good readers. As teachers began to share what was working, students could tell. Scores were changing, and so were attitudes.
But I wanted to inspire more; I wanted to reach more. How could I take this “inspiring gig” on the road? I needed not only my few scholars to be motivated to make high growth and proficiency, but all middle school scholars.
Multi-classroom leadership funded my inspiration gig. Bruns Academy in Charlotte, in its first year using this role, made me the multi-classroom leader (MCL) for a team of three English language arts teachers focusing on grades six through eight—touching 252 scholars every day through these teachers and through directly teaching students. Read the full column here…
Opportunity Culture multi-classroom leaders, blended-learning teachers, and elementary school subject specialists write a series of columns that appeared on RealClearEducation.com and then on The 74, and elsewhere.
These Opportunity Culture educators are eager to share what their jobs are like, the differences they make for students, and the lessons they’ve learned as they extend the reach of their great teaching to many more students.
These pioneering educators have been critical to refining the Opportunity Culture initiative and materials that support the creation of an Opportunity Culture, aimed at meeting our collective, ambitious goals to reach all students with excellent teaching consistently and provide outstanding career opportunities for teachers, too.
The best way to understand these new roles and models is to hear straight from those educators themselves. We encourage you to read their thoughts, because they are leading this work where it counts: in schools. [Read more…]
Molly Whelan, a multi-classroom leader (MCL) at Ranson IB Middle School in Charlotte, NC, joins the school’s principal, Erica Jordan-Thomas, for a conversation about the benefits of the Opportunity Culture MCL role—especially when midyear turnover leaves a teaching team short, or with a long-term substitute.
Read Molly Whelan’s accompanying column here.
Published on The 74, February 12, 2018, by Emily Ayscue Hassel and Bryan C. Hassel
In survey after survey, teachers report dissatisfaction with the professional development they receive. Many aren’t satisfied with their professional learning communities or coaching opportunities. Teachers say they want more on-the-job development, career advancement while teaching, and collaboration time.
Some teachers are getting what they want. But is that good news for students? Do their students learn more?
According to a new study released through the CALDER Center, the answer is yes — a lot more. Authors Ben Backes of American Institutes for Research and Michael Hansen of the Brookings Institution found that students of teachers who receive these types of supports from multi-classroom leaders in Public Impact’s Opportunity Culture initiative showed sizable, statistically significant academic gains. Read the full column here…