To ensure that every student has access to excellent teaching consistently, states and districts must help excellent teachers extend their reach to far more students, directly and by leading teaching teams, and earn far more, within budget. How can states craft the policies to support this? Public Impact explains how in this checklist and brief. These update our earlier working paper Seizing Opportunity at the Top, based on our experience collaborating with several districts and hundreds of teachers and administrators, and analysis of their states’ policies. States must get these policies right for the sake of the outstanding and committed teachers in schools implementing Opportunity Culture models—and their students. Read more…
Commissioned by Baptist Community Ministries (BCM) in 2010, this report examines how philanthropic organizations in four American cities—Albany, N.Y.; Denver, Colo.; Harlem, N.Y.; and Houston, Tex.—have affected the charter sector. This scan includes information about how a select number of philanthropic organizations in each city developed their investment strategies, made investment decisions, and evaluated the impact their investments are having on public education.
Develop investment strategy
- Foundation officers all described funding priorities both in terms of the outcomes they hoped to achieve and their “theory of change”—the pathway through which they believe they can best reach those outcomes.
- Several foundation officers reported that they focus on a narrow set of barriers that present the greatest challenge in a given situation. These are the obstacles that cause a “bottleneck” in the entire reform process.
Make investment decisions
- The most common charter investments were: 1) direct grants to support the development and scale-up of highly successful charter schools; 2) facilities support; 3) human capital development; 4) advocacy; and 5) charter support organizations and charter school associations.
- At least one interviewee in every city named access to facilities as one of the biggest barriers to a vibrant charter sector. Nonetheless, few philanthropies seemed willing to provide funding to build, renovate, or rent space.
- Many grantees commented that philanthropies ought to increase support for advocacy efforts that address inequities in charter funding and support.
- Common outcome measures include: test scores, academic growth, graduation rates, college matriculation, college persistence, lifetime earnings, and positively influencing the field.
- To assess progress toward these outcome goals, foundations often develop robust interim measures that may include academic, operational, and community-based metrics.
[pdf] A small number of highly-successful entrepreneurial ventures in education have begun to transform schools with innovative solutions that have extraordinary potential to serve students more efficiently and effectively. Yet federal, state and local policies often hinder these types of innovations. This report, written by Julie Kowal and Bryan C. Hassel and jointly released by Public Impact, the American Enterprise Institute, the Center for American Progress, and New Profit Inc., offers politically viable solutions to address these barriers.
Based on research and interviews with leading education entrepreneurs, it outlines ways in which policymakers can support the success and growth of entrepreneurial problem-solvers, including:
- Collecting and using better information to create a performance culture in K-12 public schools;
- Opening the K-12 education system to a more diverse set of providers;
- Transforming districts and schools into genuine users of entrepreneurial services; and
- Using public policy to encourage financing for entrepreneurial ventures.
Public Impact, a national education policy and management consulting firm based in Chapel Hill, NC, is seeking an entry-level consultant to join our team of researchers, thought leaders, tool-builders, and consultants who help education leaders improve K – 12 student learning. You will conduct research in education, write and edit compelling publications, and consult with bold implementers to design and initiate nation-leading reforms. A graduate degree (MA, PhD, JD, MBA or equivalent) and a strong interest in education policy or management/leadership are musts. For more information, click here [pdf].
October 26, 2012 – In this abridged version of the Commentary that appeared in Education Week, Celine Coggins of Teach Plus joins Public Impact’s Bryan Hassel and Emily Ayscue Hassel to discuss why schools and policymakers must expand the impact of excellent teachers, now. With new information demonstrating the great variation in teacher effectiveness and the availability of better teacher-evaluation systems, schools have increasingly accurate data to identify which teachers are exceptional. Plus, recent reports have shown that early-career teachers want more opportunities for leadership and professional growth in the classroom. School reform efforts that do not acknowledge these two crucial trends are bound to fall short. Read the full Education Next blog post to learn how schools can create an Opportunity Culture that embraces excellence and opportunity for students and teachers alike.
September 17, 2012 – In this post for Education Next, Emily Ayscue Hassel and Bryan Hassel focus on the new District Race to the Top criteria requiring all applicants to meet an “Absolute Priority” for learning personalization that includes “expand[ing] student access to the most effective educators” and increasing all educators’ effectiveness. Districts that want to achieve this, they say, should focus on three things—recognizing the excellent teachers already in classrooms, committing to models that reach the most students possible with excellent teachers in charge, and baking accountability and the time to lead and develop peers into the school recipe.
August 16, 2012 – Public Impact’s Bryan Hassel teams up with Celine Coggins of Teach Plus in this Commentary for Education Week. They argue that school reform efforts that do not expand the impact—and number—of excellent teachers are bound to fall short. Schools must extend the reach of excellent teachers to more students, couple teacher collaboration with teacher leadership, and empower top teachers to shape school culture. Meanwhile, policymakers must clear away the policies that holds great teachers back and boost the national will to put an excellent teacher in every classroom.
July 30, 2012 – In this Education Next post, Bryan Hassel and Emily Ayscue Hassel explain the findings of Public Impact’s recent financial analyses aimed at determining how much more schools could pay teachers—within budget—just by putting excellent teachers in charge of more students’ learning. The analyses found that schools could free funds to pay excellent teachers in teaching roles up to 40 percent more and teacher-leaders up to about 130 percent more, within current budgets and without increasing class sizes. In some variations, schools can pay all teachers more, while further rewarding the best.
July 11, 2012 – In this guest column on Tom Vander Ark’s Vander Ark on Innovation blog, Emily Ayscue Hassel and Bryan Hassel emphasize seven priorities educational technology innovators should consider when designing digital learning tools. By consulting excellent teachers, innovators can create tools that help excellent teachers reach far more students and lead peers, accelerating innovation’s transformative potential –and getting the learning results we need.
July 3, 2012 – As more schools use technology and new staffing models to reach more students with personalized learning and excellent teachers, how will evaluation systems keep up? In this blog post for Education Next, Bryan Hassel and Emily Ayscue Hassel examine what schools can do to select, develop, and evaluate teachers in new roles—such as those working in elementary specialist teams, blending technology and face-to-face instruction, leading other teachers, or using any of these models while reaching students in remote locations via webcams.
June 4, 2012 – Bryan Hassel and Emily Ayscue Hassel describe Public Impact’s new teacher career paths stemming from school models that use job redesign and technology to reach more students with excellent teaching, in this post for Education Next. These models enable excellent teachers to expand their positive impact on students, and many allow additional time for planning, collaboration, and development—so all teachers can improve.
May 7, 2012 – In this Education Next post, Emily Ayscue Hassel and Bryan Hassel unveil Public Impact’s new infographic. The infographic illustrates our Opportunity Culture Initiative, which uses job redesign and technology to extend the reach of excellent teachers to more students, for more pay—creating an “Opportunity Culture” for all U.S. teachers and students.
October 14, 2011 – Here’s a simple idea: put excellent teachers, the top 20 to 25 percent who achieve well over today’s “year of learning progress,” in charge of every child’s learning—consistently. In this Education Next blog, Bryan and Emily Hassel propose “a bolder alternative that might actually induce our nation to achieve widespread learning excellence”.
Respecting Teachers – 2-Pager for Teachers
New teacher career paths allow more pay and time to collaborate, lead, reach more students
Teacher Pay & Career Advancement – A Leader’s Guide
A guide for school and district leaders who are overhauling teacher pay and career paths
This report, co-authored by CEE-Trust and Public Impact, profiles three high-impact city-based organizations that are taking significant strides toward reforming their cities’ education systems: The Mind Trust in Indianapolis, New Schools for New Orleans, and The Skillman Foundation in Detroit. Through these organizations’ efforts, the report identifies a core set of lessons learned for leaders in other cities: (1) Find the right leader or leadership team; (2) Embrace strategies and theories of change that reflect local markets; (3) Develop a bold, comprehensive plan for reform; (4) Grow talent pipelines; (5) Support a strong, high-quality charter sector; (6) Invest in innovation; and, (7) Engage stakeholders in the community to accelerate reform.
Eddie Award – Most Actionable Research
“Under the Hood” report on teacher evaluation, co-authored by Daniela Doyle & Grace Han, wins PIE Network honor
Kick-Starting Reform – Lessons from City-Based Orgs.
Report captures lessons learned from leading city-based reform organizations in Detroit, Indianapolis, & New Orleans
Opportunity Culture Motiongraphics – New Videos
Videos show school models to pay teachers far more and reach more students with excellence
Turnaround Principal Competencies – New Article
A process for hiring the most skillful leaders can change the fortunes of the most troubled schools
Pay Teachers More – Financial Planning for Reach Models
Schools can pay excellent teachers more, without increasing class sizes and within existing budgets
Charter Schools – A Call for Innovation and Results
Report recommends bold actions for building a breakthrough, results-driven public charter school sector
Teacher Evaluation – A Look “Under the Hood”
Project looks “under the hood” of teacher evaluation in 10 sites
Teacher Reach – Tools for Selection, Development, More
New tools to select, evaluate, & develop staff when extending reach of excellent teachers
Teacher Career Paths – Creating Opportunity Sustainably
How schools can provide teachers with a wide array of opportunities to excel and have impact
First Opportunity Culture Site – Project L.I.F.T.
Charlotte-Mecklenburg, NC innovation zone joins initiative to extend the reach of excellent teachers
10 Financially Sustainable Models – Excellence for All
Using job redesign and tech to extend great teachers’ reach, for more pay, within budget
OpportunityCulture.org – Visit Our New Website!
New website offers more resources for extending the reach of excellent teachers
New Infographic – Extending Excellent Teachers’ Reach
Illustrates why and how to put excellent teachers in charge of every student’s learning
With an excellent teacher versus an average teacher, students make about an extra half-year of progress every year—closing achievement gaps fast, leaping ahead to become honors students, and surging forward like top international peers. But existing strategies alone will never fill our 3 million classrooms with teachers as good as today’s top 25 percent. Schools can fix this by extending the reach of excellent teachers using job redesign and technology. New school models also offer all teachers career opportunities. Advancement allows greater impact on students and more pay—within budget. We call this an Opportunity Culture.