What if all teachers could achieve excellent student learning results by getting the right leadership and support? This guide presents examples of career paths that make this possible—using multi-school leaders, multi-classroom leaders, and other roles for teachers, who can collaborate, improve, and excel on teams led by multi-classroom leaders. Teachers and principals in all these paths reach more students with excellent teaching and earn more for it, within schools’ budgets.
Opportunity Culture multi-school leaders (MSLs) are excellent principals with a record of high-growth student learning who lead a small group of two to eight related or closely located schools for more pay, funded within the budgets of their schools. See here for additional tools to aid districts’ design and implementation of the model.
The Summer 2018 edition of our newsletter for Opportunity Culture educators includes a look at engaging facts and figures on the Opportunity Culture Dashboard; a column by expanded-impact teacher Tu Willingham of Fulton County, Georgia; the announcement of the latest district to join an Opportunity Culture, Guilford County, N.C.; and links to free tools and resources to use now! Read the Summer 2018 newsletter here.
Published by Georgia Public Broadcasting, May 23, 2018, by Expanded-Impact Teacher Tu Willingham
In many businesses, “efficiency” is a top goal. In work with students, a focus on efficiency may sound cold—but take a look at all the work I must do before I can even begin instruction in my classroom: Take attendance; grade papers; give meaningful feedback on assignments; collect assignments; implement educational technology; handle discipline concerns; provide remediation for struggling students.
Even as a 24-year teacher with the experience and ability to intuit the specific needs of a class, I find it difficult to effectively execute all these tasks efficiently enough to create more instructional time.
And gaining any time we can for instruction is crucial at any school, but especially at ones like mine—where nearly all students come from economically challenged homes.
I think we’ve found a way. Beginning in 2016, I became an Opportunity Culture expanded-impact teacher (EIT), in which I teach more students than usual—40 per class instead of 25. EITs are selected for their prior record of success with student learning and are paid more (within regular school budgets); it’s an especially effective model for schools that are hard to staff.
Published in Chalkbeat, May 9, 2018 by Dylan Peers McCoy
When Jeremy Baugh took the helm as principal of School 107 three years ago, staff turnover was so high that about half the teachers were also new to the struggling elementary campus, he said. For his first two years, the trend continued — with several teachers leaving each summer.
“In the back of my mind,” he said, “I just kind of had assumed that that was going to be the norm — that I was going to have to always be on the lookout for good talent.”
But when he surveyed his staff this year, Baugh got some unexpected news: about 97 percent of teachers said they plan on returning. “I was thrilled,” he said.
Staff say the change is heavily driven by a new teacher leadership program Indianapolis Public Schools has rolled out at 15 schools. Known as opportunity culture, some teachers are paid as much as $18,300 extra per year to oversee and support several classrooms. Read the full article…