This short slide deck with brief speaker notes provides a useful overview for educators, policymakers, and anyone else interested in dramatic improvements in education of why students and educators need an Opportunity Culture, how it works, the research supporting it, what states and districts can do to support it, and a list of more resources
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.
An Opportunity Culture Vignette
How do Opportunity Culture multi-classroom leaders fit into a typical week all their duties? This video and vignette follow Okema Owens Simpson, a middle school multi-classroom leader, through several typical days in which she provides what her teaching team needs most: daily coaching; lesson planning; practice in delivering lessons; data analysis; co-teaching or modeling lessons; and pulling out small student groups for intensive help. Although schedules and tasks vary somewhat among schools and grade levels, Simpson’s days illustrate the essentials of the MCL role that get the best student results.
An Opportunity Culture Vignette Series
Scott Nolt and Caitlyn Gironda pioneered blended-learning classes in their North Carolina district, extending their reach to more students by teaching two groups of students during the same class period—when one group was in class with the teacher, the other worked online from home or in a lab, switching the next day. Despite receiving less in-class time with their teachers, students showed strong student growth, and learned other crucial skills, including independent learning and time management. Gironda and Nolt reached 40 to 100 percent more students per class period, with class sizes the same or smaller. Hear them explain how they structured their classes, learned from mistakes and made changes along the way, plus offer advice for other teachers. Learn more in the accompanying video.