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N&O Editor Calls Opportunity Culture® Solution a “Symphony”

June 9, 2014

Calling school models in an Opportunity Culture a simple, harmonious solution, Editorial Page Editor of The (Raleigh, N.C.) News & Observer highlighted the work of Public Impact and Co-Directors Bryan and EmilyAyscue Hassel in his column yesterday.

In Let NC’s top teachers teach—and earn—more, Barnett said:

“With all the angst and alarm over the General Assembly’s approach to K-12 education, hearing Bryan Hassel talk about how to create more effective schools is like listening to a symphony. He has a solution. It’s simple and harmonious and won’t cost more than we should be spending anyway.“

Embracing the Opportunity Culture concept—which extends the reach of excellent teachers and their teams to more students, for more pay, within regular budgets—Barnett noted:

“The Hassels’ approach would not be cheap at first for North Carolina. They say the state needs to raise its average teacher pay 10 percent or more to reverse the backsliding that has sent the average pay sliding to 48th in the nation. But after that, schools could reallocate funds between extra support staff and great teachers teaching more students without increasing school district budgets.

Compare the teacher response to the Charlotte experiment with the statewide situation in North Carolina. While teacher applications piled up for the Charlotte pilot schools, low pay and low morale statewide are fueling an exodus and a looming teacher shortage.”

As North Carolina grapples with this, the governor has proposed sustainable career pathways that districts and their teachers can design. The Senate proposed large average base pay increases. We at Public Impact hope that now the state House, Senate, and governor can work together to bring both of these to reality, and fund education at a level that lets North Carolina ensure a competitive workforce and robust economy.

As Barnett concluded:

“The General Assembly and the governor are responding by offering a boost in pay. Hassel says that helps, but it’s only paying good and bad teachers more to do the same job. What should happen is more pay for good teachers and a winnowing of low performers.

In addition, Bryan Hassel says, the state should be adding teacher assistants, not cutting them by half as proposed in the state Senate’s budget. The teaching profession is virtually alone, he notes, in asking teachers to work in isolation doing many tasks involving a range of skills. Why have great teachers sidelined to tend to sick or unruly students or to monitor cafeterias and bus lines?

North Carolina is in an educational crisis and if it continues the state will lose many excellent teachers. It’s time to support top teachers by making a substantial change in how they are employed and what they can earn.”

Courage Gap? Action Gap? Not at These Schools

May 22, 2014

At the Education Writers Association conference in Nashville on Tuesday, I listened to U.S. Education Secretary Arne Duncan reiterate his belief that “education is the civil rights issue of our generation.”

On that, we at Public Impact couldn’t agree more.

He also talked about the outrage over our nation’s achievement gaps and worries about opportunity gaps. The country has, he said, a “courage gap” and an “action gap.”

We’d like to direct his attention to some teachers and leaders showing both courage and action.

In Opportunity Culture pilot schools, teachers are taking action, redesigning their schools to extend the reach of great teachers and their teams to more students, for more pay, within current budgets. Their leaders are showing courage by finding ways to make these redesigns possible within state rules and tight budgets. Creating Opportunity Culture schools means letting go of traditional one-teacher-one-classroom mindsets—and opening the door to career paths that let great teachers lead while continuing to teach, to opportunities for great teachers to reach more students directly with their inspiring instruction, and to opportunities for all students—not just a lucky few—to get excellent teaching, consistently, from teachers who get the pay and respect they deserve.

Where are those schools? Several were right under Duncan’s nose yesterday—in the iZone in Nashville. Schools in Cabarrus County, N.C., and Syracuse, N.Y., plan to implement their own Opportunity Cultures this fall. And in Charlotte-Mecklenburg (CMS), four schools participated in the pilot this year—to be joined by 17 more this fall, and by nearly half the schools in the district by 2017–18.

The pilot schools’ learning results will start rolling in this summer, with more robust data from more than 30 schools nationwide next year. But CMS Superintendent Heath Morrison saw one significant result already that led to his January decision to scale up from those first four pilots: Enthusiastic teachers, in a state where teacher enthusiasm may be at an all-time low. The pilot schools were swamped last year with applications for these Opportunity Culture jobs, even in high-poverty schools. Despite the hard work of implementing something completely new, teachers’ enthusiasm continues (see what they’re saying here).

What makes an Opportunity Culture different enough to resonate so profoundly with teachers and district leaders?

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

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

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

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

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

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.

“The Teacher is the Cornerstone”

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!

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

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.