Role specialization happens in the context of other models, most easily under Multi-Classroom Leadership (there is no single career path for a “role specialist”). The goal is to focus excellent teachers’ time on the instructional roles that are most challenging and critical for student success, and on high-value noninstructional work related to student outcomes. In addition, focusing excellent teachers’ time on the instructional roles in which each excels may magnify their effectiveness. All of these role changes require that other staff members or technological tools perform the instructional and noninstructional roles that excellent teachers no longer play. If enough excellent teacher time is saved, then these teachers can teach more students. Role specialization is already incorporated into other reach models, including Multi-Classroom Leadership, Time-Technology Swaps, and Subject Specialization. In these models, different teacher and paraprofessional team members play differing roles—not just teaching different subjects—to produce the best outcomes for the most students. Reach Effects: will vary widely.
- Excellent teachers use their time exclusively for academic instruction and planning. This is enabled by having other team members cover noninstructional duties that do not affect student learning, and by using time-saving technology.
- Excellent teachers focus on the most critical, challenging instructional roles in which each excels. Other team members perform remaining instructional duties. Instructional roles include (among others): planning instruction, lecturing, motivating, monitoring student progress, reviewing student work, providing feedback, diagnosing next-step student needs, monitoring students’ independent work, leading individual and small-group instruction, grading, providing instructional administrative work, addressing social/emotional/ behavioral learning barriers, and communicating with parents.
See our case study of this or similar models in action:
- Rocketship Education: Pioneering Charter Network Innovates Again, Bringing Tech Closer to Teachers details how Rocketship, a pioneering, rapidly expanding charter school network, planned to refine its blended-learning model in the 2013–14 year. It intended to give teachers more control over the students’ digital learning and hoped to further individualize the teaching. Watch for future updates to see how these changes do and don’t achieve the network’s goals for student learning.
More detail on this model:
Teacher and Staff Selection, Development, & Evaluation Toolkit: This toolkit includes job descriptions, competencies, and companion tools that may be used to select, evaluate, and develop teachers and staff. These materials are built for six of the more than 20 school models described here. The jobs included in the toolkit cover most of the other school models as well. Some schools may combine school models, and in turn will need to alter the job descriptions and other materials accordingly. Schools must adapt these materials to fit each school setting and to incorporate additional selection, evaluation, and development priorities.
Public Impact encourages the sharing and copying of these materials. Please include “©2012 Public Impact” and “OpportunityCulture.org” on all pages where material from these documents appears.
View table with links to all school models