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Opportunity Culture® News and Views

“In Love With Opportunity Culture®”: How Mineral Wells, Texas, School Found an Answer

by | May 14, 2020

By Sharon Kebschull Barrett, May 14, 2020
Part 2 of 3

In 2016, Travis Elementary, in Texas’s Mineral Wells Independent School District, faced a challenge: Administrators knew that Travis, which had struggled for years, had an especially low-performing group of students coming up from the lower grades, so they would need to work even harder to meet these students’ needs and guide them to academic gains.

Elementary schools in Mineral Wells each serve only a few grades—one serves pre-kindergarten and first; another second and third; and, at Travis, fourth and fifth. Hearing about Opportunity Culture models piqued the interest of David Wells, then assistant principal at Travis. Read more…

Why Would Teachers Drive Past a Higher-Paying District for a Job That Pays Less? This Texas District Knows

by | May 13, 2020

By Sharon Kebschull Barrett, May 13, 2020
Part 1 of 3

“I’m not in this for the money,” teachers routinely say. And yet, money and the respect of being decently paid matters—witness teacher protests across the country in recent years. So why would a teacher drive (pre-COVID-19) through a wealthier, better-paying district to head for one that pays less and serves a higher-need student population? One Texas district can answer that with two words: Opportunity Culture. Read more…

Top Tips for Teaching and Leading at Home from Opportunity Culture® Fellows

by | May 1, 2020

By Sharon Kebschull Barrett, May 1, 2020

As the COVID-19 crisis sent students and teachers home, we shared the stories of Opportunity Culture Fellows—educators chosen for their leadership and success helping students make high learning growth—as they were making the shift to at-home teaching. We listened during their interviews for their tips for others focused on helping students learn—and supporting their social-emotional health—no matter what challenges they or their students face, especially if at-home learning continues into the fall or recurs sporadically. Read More…

How NC Districts Handle Closures, and Next Steps—New Database From Public Impact® and EdNC

by | April 24, 2020

By Public Impact, April 24, 2020

To understand how North Carolina’s 115 school districts are dealing with school closures, Public Impact and EducationNC joined forces to develop the NC District Response to COVID-19 School Closures Database. Read more about the database below, as well as an opinion piece on what the data tell us so far from Public Impact’s co-presidents. Read more…

District Policies for At-Home Learning; Stories & Tips from Top Educators

by | April 10, 2020

By Public Impact, April 10, 2020

As students and teachers shift to working from home, many district policies need to shift as well. In a publication released today, Recommended District Policies for At-Home Teaching and Learning, Public Impact provides recommendations with a focus on: What policies are both feasible and most likely to produce strong learning outcomes for all students, especially disadvantaged learners? Based on a review of policies of virtual schools and districts in response to COVID-19 and on Public Impact experience, these recommendations will be updated as districts, schools, and Public Impact continue to learn during the shift. We welcome your feedback. Read More…

In Arizona, Turning Vulnerabilities Into Strengths as Teaching Goes Home

by | April 10, 2020

By Sharon Kebschull Barrett, April 10, 2020

“Really, everyone’s a first-year teacher at this.”

When Christina Ross’s small Arizona school shut down for COVID-19, educators knew they needed to move quickly to meet students’ immediate needs. Fifty miles northwest of downtown Phoenix, Desert Oasis Elementary is one of two schools in Nadaburg Unified School District, which Ross describes as “half-rural,” serving a total of 1,200 K-8 students. Read more…

High-Touch At-Home Learning? That’s the Plan in Indianapolis School

by | April 10, 2020

By Sharon Kebschull Barrett, April 10, 2020

When Indianapolis Public Schools (IPS) closed its school doors due to COVID-19, Jeremy Baugh, principal of Lew Wallace Elementary and a 2018–19 Opportunity Culture Fellow, moved quickly with his staff to keep their students learning and connected to their teachers.

“Our Lew Wallace staff, in general, and the IPS community has just gone above-and-beyond for our kids. It’s been incredible to see the connections that they’ve made with them and how hard they’re working to produce high-quality instruction for our kids even in a difficult time,” Baugh said in a recent interview. Read More…

From Start to Finish, A Focus on Relationships During At-Home Learning

by | April 9, 2020

By Sharon Kebschull Barrett, April 9, 2020

For Candace Butler, who leads a middle-school team of English language arts and social studies teachers in Charlotte-Mecklenburg Schools’ Wilson STEM Academy, relationships are everything. That was true before COVID-19 sent everyone home, and even more so now.

Pre-pandemic, Butler’s weeks were filled with classroom observations, small-group instruction, co-teaching, and team meetings for planning and data analysis. Read more…

Spreading Support in Vance County During At-Home Learning

by | April 9, 2020

By Sharon Kebschull Barrett, April 9, 2020

In a crisis, everyone could use the support that Opportunity Culture multi-classroom leaders (MCLs) offer their small teaching teams, and fast. Vance County Schools, located in North Carolina at the Virginia border, moved quickly post-COVID-19 shutdown to provide that support through a temporary “remote learner leads” team that takes advantage of MCLs’ skills. Read more…

Consistency and Care: Confronting COVID-19 in a Rural School Community

by | April 8, 2020

By Sharon Kebschull Barrett, April 8, 2020

During the coronavirus crisis—and any future periods of at-home teaching and learning—rural school districts face special challenges. In North Carolina’s Edgecombe County Public Schools, Multi-Classroom Leader Amy Pearce said in a recent interview, two keys to taking care of students will be schoolwide consistency and a focus on taking care of stressed teachers. Read more…