March 18, 2013—In this post that appeared in the Thomas B. Fordham Institute’s Ohio Gadfly Daily, Public Impact’s Bryan C. Hassel reflects on the lessons learned from Public Impact’s recent study Searching for Excellence: A Five-City, Cross-State Comparison of Charter School Quality, produced in collaboration with the Fordham Institute. The study compared the performance of charter schools in five cities with that of other schools in their districts. Although the charters outperformed their home districts, in all five cities the sector included a wide range of schools, from very high-performing to very low-performing. A simulation showed that by closing or replacing low-performing charter schools while expanding or replicating high-performing ones, cities could dramatically improve charter school quality in only a few years.
February 13, 2013 – Public Impact’s Joe Ableidinger and Bryan C. Hassel wrote this latest installment of Tom Vander Ark’s Smart Cities series, which details where innovations in learning are happening. Hassel and Ableidinger profile the Cities for Education Entrepreneurship Trust (CEE-Trust), an organization that is connecting “Smart Cities” by helping city-based organizations support the emergence of high-quality blended learning. CEE-Trust is “a network of city-based foundations, non-profits, and mayor’s offices that work together to support education innovation and reform”. The network facilitates collaboration through blended learning working groups and workshops, and by documenting effective practices and lessons learned in member cities.
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”.
In this blog post for the Innosight Institute (now the Clayton Christensen Institute for Disruptive Innovation), Bryan Hassel and Emily Ayscue Hassel argue that “schools – and nations – that excel in the digital age will be those that use digital tools both to make teaching more manageable for the average teacher, and to give massively more students access to excellent teachers.” While digital learning can help solid teachers become more effective, one of its greatest promises is to enable top teachers – those whose students already achieve well over a year’s worth of growth – to educate more students by freeing up their time, allowing them to teach students who are not physically present, and capturing their teaching prowess by recording videos or helping develop smart learning software.
June 13, 2011 – Rick Hess was right to question the simplistic hyping of Khan Academy’s online video lectures in his Straight Up post. But on the Education Next blog, Bryan Hassel and Emily Ayscue Hassel argue that he’s only got it half-right: it’s less a matter of OVER-hyping than MIS-hyping the true potential of what Khan is doing.