Pioneering Multi-Classroom Leaders Erin Burns, Ashley Jackson, Russ Stanton, and Karen Wolfson each took accountability for up to 500 students and led teaching teams toward higher growth and personalized learning for all those students in their high-need schools in Charlotte, N.C., Syracuse, N.Y., and Nashville, Tenn. In these vignettes and accompanying video, they discuss their views of their roles, actions they took to lead their teams, mistakes they made, and how they recovered.
In this idea paper, Public Impact’s co-presidents, Emily Ayscue Hassel and Bryan C. Hassel, lay out a vision for how districts can reach dramatically more students with great principals, for much higher pay, within budget—giving principals a career path that keeps them connected to students and schools through Multi-School Leadership. The “leadership machine” is powered by teacher leadership: Accountable multi-classroom leaders co-lead instruction schoolwide with principals, and also earn more, and make it possible for great principals to extend their reach, too.
Coming in late 2018: A refreshed vision for this!
In this series of three vignettes, we profile Michelle McVicker, Alison Harris Welcher, and Christian Sawyer’s use of the Multi-Classroom Leadership model that enabled them to create and lead a team of teacher-leaders in their schools in Nashville, Tenn., and Charlotte, N.C. All three created their own strategies to lead their teams of multi-classroom leaders (MCLs), but clear themes emerge in these profiles about what worked best to enable the MCLs to lead their teaching teams in producing strong learning growth in their students. Their strategies, though targeted for their low-performing, high-poverty schools, can inspire principals at all types of schools and with all types of students.
Policymakers and education advocates can use the Introduction for Policymakers and Advocates slide deck (with or without speaker notes) to understand and explain why students and educators need an Opportunity Culture. It provides some background statistics on the history of teaching and pay, and explains how Opportunity Culture career paths are helping address the profession’s challenges today, along with a list of more resources.
See here for a similar deck that speaks directly to educators.
Improving teacher quality in college preparatory courses has great potential to raise rural Idaho students’ low college enrollment rate. Only 80 percent of rural Idaho students graduate from high school—and only 51 percent enroll in college. One critical factor contributing to low college-going rates in Idaho is the lack of rigorous preparation students need to succeed in college and career. In this paper written for the Rural Opportunities Consortium of Idaho, Public Impact examines the challenges that prevent rural schools from providing great teaching, and presents four strategies for increasing access to highly effective instruction in rural Idaho. Through a combination of grow-your-own preparation programs, customized teacher recruitment strategies, innovative approaches to extending the reach of excellent teachers, and blended online and in-person methods for teacher training, Idaho can improve teacher quality in college preparatory courses.