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Opportunity Culture® News and Views

How a State Could Achieve Major Gains in Learning, Pay, Economy

by | May 13, 2014

For several years, we’ve been asking teachers and districts to imagine: Imagine schools and a profession where all teachers can improve their teaching, be rewarded for getting better, and reach more students with excellent instruction—by creating an Opportunity Culture for teachers and students. Districts are responding: As of spring 2014, four districts nationally are piloting Opportunity Culture models, and one, Charlotte-Mecklenburg, is taking its pilot efforts to scale based on recruiting results and demand from schools.

But what if a whole state reimagined the teaching profession and pursued an Opportunity Culture for all? What benefits might accrue for students, teachers and the state as a whole?

Using North Carolina as an example for analysis, Public Impact ran the numbers—and the results weren’t small.

Opportunity Culture models redesign jobs to extend the reach of excellent teachers to more students, for more pay, within budget—typically in collaborative teams on which all teachers can pursue instructional excellence together and are formally accountable for all of the students they serve. They are designed to transform the traditional teaching environment and provide new career paths for teachers that allow them to advance their careers without leaving the classroom.

If three-fourths of North Carolina’s classrooms were to implement Opportunity Culture models over one generation of students—about 16 years of implementation—we projected, using conservative assumptions, that:

  • Students on average would gain 3.4 more years’ worth of learning than in a traditional school model in the K–12 years.
  • Teachers leading teams would earn up to $848,000 more in a 35-year career, with considerably higher figures possible for large-span teacher-leader roles not included in this analysis.
  • Teachers joining teams to extend their reach could earn approximately an additional $240,000 over their careers.
  • State income tax revenue would be up to $700 million higher in present-value terms over 16 years of implementation; increased corporate and sales tax revenues are not included.
  • State domestic product would increase by $4.6 billion to $7.7 billion in present-value terms over the next 16 years.

And that’s just using current numbers for North Carolina, where pay is near the bottom nationally. Teachers leading teams in states with pay closer to the national average would earn up to $1 million more in a 35-year career. (Public Impact has separately suggested that a 10 percent average base pay increase is also needed for teachers in North Carolina.)

Cabarrus County, N.C., Schools Join Opportunity Culture® Initiative

by | May 12, 2014

A second North Carolina district has joined its neighbor in implementing an Opportunity Culture: Three elementary schools and seven high schools in Cabarrus County, N.C., will pilot Opportunity Culture models in 2014–15–affecting approximately 1,000 students in the first year of implementation alone.

Public Impact will assist some of the school teams in redesigning their schools. These schools will each have a team of administrators and teachers to choose and adapt the models that fit their school best, following the Opportunity Culture Principles.

The district is beginning work without philanthropic support for the costs of making this transition, but hopes to obtain funding to support additional school-level design teams. Six of the high schools asked to be included after hearing a presentation about Opportunity Culture models from the first high school principal to opt in this spring and Jason Van Heukelum, deputy superintendent of curriculum and instruction for Cabarrus County.

Once schools make the transition to an Opportunity Culture, the higher pay is all funded within existing school budgets, not temporary grants. (See financial analyses of the models here.)

The Cabarrus County district, which includes Concord, N.C., has 39 schools and 30,000 students, 43 percent of whom are eligible for free or reduced-price lunch. Its schools join neighboring Charlotte-Mecklenburg Schools (CMS) in implementing an Opportunity Culture. Four CMS schools piloted their new models this school year, and CMS announced plans in January to scale up its Opportunity Culture work to include nearly half of the district’s schools by 2017–18.

Public Impact®’s Op-Ed: Be Bold on Teacher Pay

by | May 6, 2014

Public Impact’s co-directors, Emily Ayscue Hassel and Bryan C. Hassel, have a message for North Carolina’s leaders in their op-ed published in The (Raleigh, N.C.) News and Observer: To transform this state, aim higher.

The Hassels’ op-ed, “N.C. must be bold on increasing teacher pay,” calls for “audacious, achievable goals”: Noting the Opportunity Culture work being done in Charlotte-Mecklenburg Schools to improve teachers’ jobs and pay them more, the Hassels call on North Carolina’s leaders to transform the state by extending that work and focusing on needed priority and policy changes that would create a surge in student learning, grow the state’s economy, and increase teachers’ career earnings.

More coming soon from Public Impact’s Opportunity Culture work: Watch for an announcement on the second N.C. district to join Charlotte-Mecklenburg Schools in the Opportunity Culture initiative (see more about an Opportunity Culture in other districts here), and watch for a policy brief next week detailing the economic benefits to North Carolina and its teachers discussed in the op-ed.

Project L.I.F.T. Videos Tell Their Opportunity Culture® Story

by | May 1, 2014

Do you know teachers eager for a job full of opportunities to reach more students on empowered, teacher-led teams, and to earn more–potentially a lot more? Watch short videos about Project L.I.F.T.’s implementation of Opportunity Culture school models here and here. Project L.I.F.T. is hiring now for the 2014-15 school year.

Charlotte’s Project L.I.F.T. zone of high-need schools was the nation’s first pilot of Opportunity Culture school models that extend the reach of excellent teachers and their teams to more students, for more pay, within budget.

Teachers get on-the-job development led by outstanding peers who are responsible for their teams’ improvement and student outcomes. L.I.F.T is also reaching out to Teach for America alumni who want to stay in the classroom and advance their careers while continuing to teach. TFA has been a critical source of teaching staff in these traditionally hard-to-staff schools.

Charlotte-Mecklenburg Schools is scaling up its Opportunity Culture schools as part of its Student Success by Design initiative. Nearly half of the district’s schools are expected to adopt these models by 2017–18. Each school has its own design team of teachers and administrators who work within the five Opportunity Culture Principles to select and combine models and determine implementation details that reflect the goals, values, and needs of each school. The overarching goals: 1) reach far more students with excellent teaching, every year, and 2) provide their teachers with outstanding, sustainably funded career advancement and development opportunities.

The district’s schools outside the L.I.F.T. zone will soon be recruiting for similar positions.

How can your district or organization help schools build an Opportunity Culture? Look throughout OpportunityCulture.org for information and free tools.

Don’t forget to check out L.I.F.T.’s videos to see how teachers, administrators, and kids feel about it.

 

 

In the News: Multi-Classroom Leadership

by | March 21, 2014

The Opportunity Culture website is chock-full of materials to explain how our school models–such as Multi-Classroom Leadership and Time-Technology Swap–work. You can read the detailed models themselves, financial details about the models, broader overviews such as An Opportunity Culture for All or materials specifically for teachers–or you can just work your way through everything listed on the Tools for School Design Teams page to get the whole Opportunity Culture shebang.

And our case studies show how schools are just beginning to implement this work. We’ll have many more coming that get into the nitty-gritty as schools gain some experience with their new models, which design teams of teachers and administrators adapt to fit each school’s needs.

Meanwhile, though, Christina Quattrocchi at EdSurge fills in one piece of that nitty-gritty this week, in How to Teach 800 Middle Schoolers. She walks readers through the workweek of Romain Bertrand, a multi-classroom leader at Ranson middle school in Charlotte who incorporates blended learning into his math team, to help understand how Bertrand extends his reach to many, many more students than the one-teacher-one-classroom mode.

You can also read one of Bertrand’s blog posts on EdSurge, Reaching 800 Students with a Stylus and an iPad, to hear his thoughts on how thoughtful use of tech tools in the classroom can make a difference in many ways. Check out his entire blog to learn more about first-year implementation joys and challenges in his team.

Syracuse, N.Y., Schools Join Opportunity Culture® Initiative

by | March 7, 2014

Four of the highest-need schools in the Syracuse City School District, New York’s fifth-largest district, are using teacher-led teams to design new staffing models for their struggling schools to use in fall 2014. These school models extend the reach of excellent teachers and their teams to more students, for more pay, within budget.

The schools join the national Opportunity Culture initiative, which includes schools in Charlotte-Mecklenburg, Metro Nashville, and additional districts to be announced soon. School design teams will adapt and implement Opportunity Culture models, created by Public Impact, that use job redesign and age- and child-appropriate technology to reach more students with excellence. Education First, which has extensive experience facilitating collaborative change in district schools, is assisting the schools in making the transition to the new models.

Syracuse wants to become the most improved urban district in America. More than three-quarters of Syracuse students qualify for free or reduced-price lunches, in a city where more than 44 percent of children under 18 live in poverty. System leaders know great teachers are the key to changing the odds for these students, and paying them more and letting them lead while teaching is essential to attract and keep them in Syracuse.

“The Teacher is the Cornerstone”

by | March 5, 2014

“The teacher is the cornerstone of all this work.”–Denise Watts, zone superintendent, Charlotte-Mecklenburg Schools

Take a peek into Project L.I.F.T.’s Opportunity Culture work in this video from the 2014 N.C. Emerging Issues Forum. Hear Charlotte’s Denise Watts, John Wall, and Rebecca Thompson talk about L.I.F.T.’s efforts to close achievement gaps using Opportunity Culture models, giving teachers career paths that create leadership opportunities without leaving the classroom, for higher pay:

“If you don’t invest in them, if you don’t make them feel respected and empowered, that’s how you lose fabulous teachers.”

“Teachers play the most important role in making the determination about a student’s success in a school.”

“People are willing to take on the additional responsibility, especially if they are compensated and recognized for it.”

Listen to the Teachers!

by | February 27, 2014

As teachers and leaders pull Opportunity Culture models into five states in 2014 (watch for announcements, coming soon!), what teachers think about their experiences matters enormously.

Listen to their voices: On our new “What Teachers Are Saying” page, teachers from school design teams that chose and adapted models to fit their schools, and the teachers working within those models this year talk about what an Opportunity Culture has meant to their lives, professionally and personally. This amazing group of teaching pioneers loves the support, collaboration, on-the-job learning, and higher pay in their Opportunity Culture schools:

“Support is a huge piece of this—it makes a big difference! I feel very supported this year, more so than last year. I love how [my multi-classroom leader] can co-teach with me and also work with students.”— Buena Vista Elementary team teacher Amy Cramer, Nashville

“I think the sky is the limit. I never would have thought that about teacher salary—usually, it’s, ‘I’m going to cap out soon as a teacher. I do it because I love it, etc. But to actually think that I could be paid what I’m worth is the best feeling in the world. Teachers are so underappreciated and devalued, especially ELA teachers.”—Tiffany McAfee, Touchstone Education master teacher, Newark, N.J.

“I actually was able to start a savings account this year, for the first time in my career.”—Ashley Park Elementary Multi-Classroom Leader Kristin Cubbage, speaking to Charlotte’s WBTV

“I love [being a multi-classroom leader] because I’m able to model things. Teachers can come watch me as I teach. I get to preach what I teach, I get to work with students, they get a double dose, and with a person who has more experience, teachers feel like they get additional service. That brings a whole new dimension to how they see me. If they see I can have success managing their students with the same strategies I’m telling them to use, they know it can work. It’s also relevant to them. They also trust it. A big thing with teachers is trust. Someone in the trenches makes it much more useful. They trust my feedback and value it. And they see it in action.”— Buena Vista Elementary MCL Joe Ashby, Nashville

“For brainstorming, there are just more people to go to. I’m so excited to have that. I feel like I have a career focus now. Before, I enjoyed teaching, but didn’t know how to advance.”—Churchwell Museum Magnet Elementary team teacher Tamika Samples, Nashville

Watch for more quotes as more schools create their own Opportunity Cultures. Want to know more about an Opportunity Culture? Watch this 20-minute speech that Bryan Hassel–co-director of Public Impact–gave to the 2014 N.C. Emerging Issues Forum, where he explained why sustainably funded career paths are critical to the future of the profession.

Watch: How to Get Great Teaching to More Students

by | February 21, 2014

How can more students have access to excellent teachers? Increasing class sizes is one way, but we have many other options, Public Impact’s co-director, Bryan C. Hassel, said at Thursday’s “Expanding Access to Great Teachers” discussion at the Thomas B. Fordham Institute–watch it below.

Bryan joined Michael Hansen of the American Institutes for Research, author of “Right-Sizing the Classroom: Making the Most of Great Teachers,” Jean-Claude Brizard, senior advisor at the College Board, teacher and instructional coach Linda Donaldson Guidi, and Michael Petrilli, Fordham executive vice president.

Using Opportunity Culture models, districts are extending great teachers’ reach to more students now, without bigger classes, Bryan noted–and in Charlotte-Mecklenburg, for example, teacher-leaders make $23,000 more than the salary schedule with these models, which give all teachers opportunities for career advancement without having to leave the classroom.

But policymakers need to clear the barriers to extending great teachers’ reach, he said–and rather than focusing on the percentage of excellent teachers a district has, how about asking districts and schools to report the percentage of students who have an excellent teacher in charge of their instruction?

Watch the discussion, and read more here, here and here.

In the News: Charlotte’s Opportunity Culture® Expansion

by | January 10, 2014

Thursday’s announcement that the Charlotte-Mecklenburg School District is scaling up its use of Opportunity Culture models that extend the reach of excellent teachers and their teams to more students, for more pay, within budget, got some attention. CMS school design teams, which include teachers and school leaders, will integrate the new models into 17 more schools this year, and more schools will join the implementation in each of the two years after that, with almost half of the district’s schools implementing by 2017–18. Read all about it!

“Belk Foundation gives $505,000 to create big rewards for star teachers” by Charlotte Observer reporter Ann Doss Helms

“More CMS Schools To Give Star Teachers New Duties, Higher Pay,” by WFAE reporter Lisa Miller

“Raises for teachers willing to help redefine how students learn” by WBTV reporter Kristen Miranda

“CMS to expand program which financially rewards top teachers” by WSOC reporter Torie Wells

Worth noting from those reports:

From WFAE:

“This position allowed me to have a comparable salary to [other jobs I’ve been offered outside the classroom], but also stay with kids, which is where my heart is and where my passion is. It’s keeping me in a bunch of classrooms, which is great.”–Kristin Cubbage, a multi-classroom leader at Ashley Park Elementary, one of four Charlotte schools implementing the new models this year.

From WSOC:

“We think [teachers] deserve more — we think they deserve more pay, we think they deserve respect, more support.”–Katie Morris, chairwoman of The Belk Foundation, a local family foundation, which made a rare, three-year commitment of $505,000 to help fund the transition costs of the redesign work, after which the models will be financially sustainable.

From The Charlotte Observer:

“I have loved this job. It really is kind of a dream job in education.”–Cubbage

From WBTV:

“We plan to roll this out to the rest of our CMS buildings. The question is not if, it is when.”–Superintendent Heath Morrison