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Opportunity Culture® Lessons from the First Two Years

July 23, 2015

By Bryan C. Hassel and Emily Ayscue Hassel

In our companion post, Opportunity Culture Outcomes: The First Two Years, we shared student, teacher, and design outcomes from the first two years of Public Impact’s Opportunity Culture initiative, which so far has affected more than 30 schools, 450 teachers, and 16,000 students.

The outcomes are promising—better student growth, higher pay, strong teacher satisfaction. However, some pioneering districts, schools, and teachers achieved better, faster results than others. Strengths and challenges varied across sites. Learning from these differences fast is crucial to improved outcomes as more schools and districts create their own Opportunity Cultures, extending the reach of excellent teachers and their teams to many more students, for much higher pay, within regular budgets.

These lessons we drew from these early years are based on data we collected and feedback from Opportunity Culture schools and districts, including teachers, principals, and district administrators. Implementation teams from Public Impact or its partners Education First and Education Resource Strategies solicited feedback using “exit slips” after every decision-making meeting with school and district design teams. We conducted interviews with staff and administrators at the school and district level. Implementation teams scheduled regular calls and made site visits eight to 10 times a year, during which we collected feedback and recorded our observations. With that and other data, we created the Opportunity Culture Dashboard, which contains indicators of implementation effectiveness, including student learning outcomes and teacher and staff perceptions from anonymous surveys.

Many of these lessons are no surprise—and yet still a challenge to get right. Some are a challenge only because the people who have power to change them must act with commitment and decisiveness—and the temptations to do otherwise are overwhelming.

Lesson 1: Address Necessary State and District Policy Barriers. Districts and states must identify and address Opportunity Culture (OC) policy barriers before the design process begins, and review annually at midyear in preparation for the next year.

Lesson 2: Establish District Support for Schools’ OC Implementation. District leaders must provide timely technical assistance, tools, decision-making power, and transitional support for small, temporary financial shortfalls for school models within Opportunity Culture Principles.

Lesson 3: Support Strong School Leadership for OC Implementation. Principals need training and support to lead a team of teacher-leaders and other teachers who extend their reach, and they need paid career advancement options that let them remain directly responsible for student outcomes.

Lesson 4: Build and Support Effective Design Teams. Form district and school design teams with clear goals, roles, and decision-making power, staffed with individuals committed to OC Principles; top district leaders must maintain direction and support to implement and scale up the Opportunity Culture designs.

Lesson 5: Create Complete School Design Plans. School designs should include long-term and next-year detail about roles, financial sustainability, technology, schedules, and how teachers will work together.

Lesson 6: Clarify MCL Roles and Build Teaching Team Leadership. Multi-classroom leaders (MCLs)—essential in schools that want to reach all or nearly all students with excellent teachers—need clear roles, advance training, ongoing coaching in leadership and management skills, and protected time to plan and lead.

Lesson 7: Build Schedules that Let Teams Collaborate. Schedule and protect additional in-school time for OC teachers to plan, alone and as a team; review student work; and improve together during the school year.

Lesson 8: Hire Early and Be Selective. Recruit early, advertise widely using multiple methods, make links to Opportunity Culture job openings obvious on the district’s website, and use the materials on OpportunityCulture.org to recruit and be selective among candidates.

Lesson 9: Give Everyone the Right Data to Improve. Interim and annual data should be collected and reported to match OC roles, to help teachers improve during the school year and help principals lead well; consistent interim assessments would help OC teachers.

Opportunity Culture® Outcomes: The First Two Years

July 22, 2015

This post first appeared in Education Next.

Maybe it’s because we’re turning 50 in the coming year and have together been pondering the plight of the poor and their lost human potential since we were 20. But we’re weary of hearing education reformers pretend that just changing policies and management systems—name your favorite—will put an excellent teacher in every classroom. Even though most of us have spilled voluminous ink on those topics.

What if, instead, change started where excellence already lives—in the classrooms and minds of excellent teachers? That is, those teachers who achieve large student learning gains and leaps in higher-order thinking, and who inspire and motivate students and colleagues alike.

What if all it took to launch were a handful of willing superintendents and some committed principals? Ones willing to empower those excellent teachers: to reach far more students, lead and develop teams of colleagues on-the-job, and help their principals lead their schools, for substantially more pay?

What if all “systems” changes were geared to make that possible, at large scale?

From that line of thinking was born Opportunity Culture, an initiative to try this idea: Let school teams with teachers on them redesign jobs and use age-appropriate technology to extend the reach of excellent teachers and their teams to many more students, for more pay, within regular budgets, adding more planning time, and having them take full accountability for the learning of all the students they serve.

Seven schools in two states began implementing these new school models in 2013–14. More than 30 schools in three states implemented last year, and more than 60 schools in five states will be implementing or designing their school models in 2015–16.

The Public Impact team facilitated school decision-making, along with Education First and Education Resource Strategies, and we produced many free materials to help. But the teachers and principals get all the credit for their outcomes. We’ve gathered data on their early results from the first two years, and we report all the data for which comparison groups were possible.

These outcomes are promising for students and teachers, but there is room to improve the support—and, yes, the systems and policies—that affect teachers in these new roles and their principals.

The Opportunity Culture Dashboard posts school design, student, and teacher outcomes, along with our findings about needed improvements. Among the outcomes:

  • More than 150 teachers held advanced roles, and more than 300 other teachers were developed on the job by Opportunity Culture (OC) teacher-leaders in 2014–15.
  • Teachers typically reached 33 percent to 300 percent more students than average.
  • More than 16,000 students were reached using OC models in 2014–15, over 70 percent of them in STEM classrooms.
  • Districts launching recruitment by March received applications at a rate of about 30:1 applications per OC position. Those starting later had between 4:1 and 10:1 per position.
  • Teacher pay supplements for advanced roles ranged from $3,500 to $23,000 and averaged approximately $10,000.
  • All sites but one paid these supplements completely within regular budgets by reallocating funding, with no grants or special funding; all are within regular budgets for 2015–16.
  • Average weekly planning minutes ranged from 225 to 450.
  • Of the three schools that implemented Opportunity Culture models schoolwide in the first year:
    • Two had high growth in both reading and math in the first year.
    • The third school had high growth in reading and math by its second year (subject to state verification).
  • In schools transitioning gradually over two to three years, significantly more students in OC classrooms made high growth in the second year than in non-OC classrooms in the same and similar schools—by March 2015, 42 percent to 70 percent more made high growth, depending on the comparison group. Fifty percent more students in non-OC classrooms made low (Annualized data not yet available for OC classrooms; first-year data unavailable due to teacher privacy and lack of comparison data.)
  • A significant majority of teachers agreed with a wide range of positive statements about the Opportunity Cultures in their schools in an anonymous survey.

These outcomes are promising, particularly because schools with reported student outcomes were very high-poverty.

However, some pioneering districts, schools, and teachers achieved better, faster results than others. Strengths and challenges varied across sites. Learning quickly from these differences is crucial to improved outcomes as more schools and districts create their own Opportunity Cultures.

1 Teacher, 400 Scholars—and Loving It

July 15, 2015

By Bobby Miles, first published by Real Clear Education, July 15, 2015

“A lot of great teachers are leaving the classroom to seek leadership roles that come with more sustainable compensation. But I get that without leaving the classroom.” Though he is now accountable for more than 400 students, the opportunity to positively affect and interact with so many students—while taking on greater responsibilities and leadership—inspires Multi-Classroom Leader® Bobby Miles.

Syracuse Schools Build on First Opportunity Culture® Year

June 16, 2015

After a year of piloting new staffing models that extend the reach of excellent teachers and their teams to more students, for more pay, the Syracuse City School District, in partnership with the Syracuse Teachers Association, has expanded its Opportunity Culture initiative in 2015–16 to four more schools. The initiative began in 2014–15 in four of the highest-need schools in Syracuse, which is New York’s fifth-largest school district.

“In the SCSD we are committed to providing leadership pathways for excellent teachers who want to remain in the classroom,” Superintendent Sharon Contreras said. “Opportunity Culture allows us to explore innovative ways for our most experienced and best educators to share their knowledge and expertise with their colleagues.”

See Syracuse’s Opportunity Culture job postings for all its Opportunity Culture schools here. The schools joining the Opportunity Culture initiative in 2015–16 are Franklin Elementary, Huntington K-8, Meachem Elementary, and Lincoln Middle.

Opportunity Culture models use job redesign and age-appropriate technology to reach many more students with excellent teaching, without forcing class-size increases. Opportunity Culture teachers typically work in collaborative teams led by excellent teachers, who provide the collaboration and support that is a hallmark of an Opportunity Culture. Pay supplements for Opportunity Culture positions are funded within regular, recurring budgets, not temporary grants, so that they are financially sustainable.

Public Impact created the core models, with substantial teacher input, and is working in Syracuse with lead schools partner Education First and the Syracuse Teachers Association to help the Syracuse schools implement and evaluate their models. Education First, an education policy and strategy firm, has extensive experience facilitating collaborative change in district schools.

How to Build an Opportunity Culture®: New, Free Toolkit

June 9, 2015

Extend the reach of excellent teachers and their teams to many more students, for more pay, within available budgets. Provide much more on-the-job, school-day collaboration, planning time, and support to teachers. When a district decides it wants to do this, then what?

Big changes demand big help, and we’ve just released our free Opportunity Culture Toolkit, which walks districts and schools through all the phases of building an Opportunity Culture. In an Opportunity Culture, great teachers and the teams they lead extend their reach to more students, for more pay, within budget and without forcing class-size increases. It’s happening now, in districts as diverse as Syracuse, N.Y., and Big Spring, Texas, and we’ve used lessons from all the Opportunity Culture districts in building the kit.

This toolkit will help leaders of districts, schools, and charter management organizations engage their boards, central staff, school leaders, and teachers in developing, implementing, and refining an Opportunity Culture in their schools. Partners helping education leaders with organizing, school design, technology, or other elements of the change process will also find this valuable.

From making the initial district commitment to making district- and school-level decisions, implementing an Opportunity Culture, and evaluating and refining it, the Opportunity Culture Toolkit shows users how it’s done, with multiple tools for each of the seven steps along the way.

The kit begins with an overview–an introduction to an Opportunity Culture and the school models and career paths at its foundation. The rest is organized into the key design and implementation phases, with related tools for each. Each phase includes a set of objectives, detailed action steps for accomplishing the objectives, and links to relevant tools and resources.

New and updated tools are added regularly, based on Public Impact’s work with leading districts nationally that are implementing an Opportunity Culture. The first Opportunity Culture schools in Charlotte-Mecklenburg and Nashville, Tenn., have been joined so far by many more Charlotte schools, the schools in Syracuse and Big Spring, and schools in Cabarrus County, N.C., and Indianapolis, Ind. The Texas Education Agency has announced that it will be choosing additional Texas districts in the coming year. Public Impact launched the Opportunity Culture initiative in 2011. See “Where is this happening?” on our revamped website for more information.

An Opportunity for Change

May 15, 2015

Real Clear Education, May 15, 2015, by Kristin Cubbage, Multi-Classroom Leader®

“We need a change; more important, our students deserve change.” Multi-Classroom Leader® Kristin Cubbage was amazed with the results she saw in her school, and she looks forward to the growth of Opportunity Culture.

RealClearEducation.com Launches Opportunity Culture® Series

May 15, 2015

On RealClearEducation.com today, Multi-Classroom Leader® (MCL) Kristin Cubbage of Ashley Park Pre-K-8 in Charlotte, N.C., contrasts the support teachers get in an Opportunity Culture school to the support in typical schools—and issues a call to action to policymakers, administrators, and her fellow teachers:

“No school has enough administrators to coach every teacher. In a regular school, the average teacher receives three to five observations yearly. In an Opportunity Culture school, MCLs get to observe their teachers three to five times weekly. …

“How many teachers are out there struggling daily because of lack of support? How many burn out because they’ve tried all they know? How many leave our profession early because they can’t do it on their own any longer? How many kids suffer because they have access to only one teacher? How many students are falling more and more behind because they have zero control over their educational trajectory? We need a change; more important, our students deserve change.” —Kristin Cubbage

Cubbage kicks off a monthly series of posts by Opportunity Culture MCLs, blended-learning teachers, elementary school subject specialists, and principals. In addition to her call to action, she shares her initial response to Opportunity Culture:

“As I listened to administrators at [my school] describe coming changes, I knew in a flash that this new model would bring me my dream job. Asbhley Park would create an “Opportunity Culture” in the 2013­–14 academic year, in which high-performing teachers reach more students, for more pay, within current school budgets. One of the new job models in an Opportunity Culture is a “multi-classroom leader”—a teacher who continues to teach while leading a team of teachers, taking accountability for the results of all students served by the team, with plenty of school-day time for planning and collaboration— and much higher pay. … I knew that becoming an MCL, with accountability for multiple teachers and all their students, could be game-changing for teachers and students alike.”—Kristin Cubbage

Read her full column here; watch Kristin and others talk about their Opportunity Culture jobs here.

Indianapolis District Lays Opportunity Culture® Groundwork

May 11, 2015

Indianapolis Public Schools (IPS) is joining the Opportunity Culture initiative to extend the reach of its excellent teachers and teams they lead to more students, for more pay, within budget. With the support of Public Impact, IPS will lay the groundwork by June for up to six schools to opt into piloting Opportunity Culture staffing models, to reach many more students with great teaching and create career paths for teachers to join teams, advance their careers, and lead peers without having to leave the classroom.

In an Opportunity Culture, teachers lead the way to change their schools. Opportunity Culture models use job redesign and age-appropriate technology to extend teachers’ reach. A school design team of teachers and administrators at each school selects and adapts the models to fit their school best. IPS pilot schools will create these teams over the summer, and they will work toward implementing the new models in the 2016–17 school year.

“We’re delighted to give our schools the opportunity to give all teachers the support, on-the-job learning, leadership opportunities, and higher pay they deserve,” said Superintendent Lewis Ferebee. “I want all students to benefit from excellent teaching.”

Support is a hallmark of Opportunity Culture schools. Teachers typically work in collaborative teams, with set-aside time during school hours for planning and developing their skills, along with frequent feedback from the teaching team leaders.

Pilot schools will receive help changing their schedules to make this set-aside time possible and developing an effective team process focused on excellent teaching. This team collaboration and teacher-led improvement provides a supportive environment for teachers to address student needs.

Op-Ed: N.C. Must Invest to Magnify Great Teachers’ Impact

May 11, 2015

“North Carolina will never make the educational strides it needs until the best educators have far greater impact for a lot more pay,” say Public Impact’s co-directors in an op-ed in Saturday’s Raleigh News and Observer.

Noting that the state’s General Assembly “rightfully added 6 percent focused primarily on early-career teachers’ base pay,” Bryan C. Hassel and Emily Ayscue Hassel point out that other states also increased salaries for teachers, and likely will again. So, they say, state leaders must complete the 10 percent average raise, and then some, just to stay on par in the region.

“Meanwhile, the pay gap with neighboring states yawns wider for experienced teachers,” the Hassels write. “Most importantly, base pay bumps for early-career teachers don’t empower or entice excellent teachers, many of whom are veterans, to lead from the classroom – reaching more students and helping peers excel.”

But North Carolina could change that, and lead the region in the process. They write:

Opportunity Culture® in the News: Real Clear Education, NPR

April 15, 2015

Looking for an overview of an Opportunity Culture®, and an example of multi-classroom leadership in action? These could get you started: Today, Public Impact® co-directors Bryan and Emily Hassel kick off a monthly series of posts on Real Clear Education by Opportunity...