In an article for School Administrator magazine, Sharon Kebschull Barrett, senior editor at Public Impact, examines how districts can attract rock star teachers, especially to hard-to-staff schools and subjects. Four districts that implemented the Opportunity Culture model—Charlotte-Mecklenburg and Cabarrus County, N.C., Syracuse, N.Y., and Nashville, Tenn.—have found a way to keep great teachers in the classroom and reach more students, offering leadership opportunities, on-the-job training and higher pay. These districts now receive a significant number of high-quality applicants each year, allowing for selectivity in positions that once went unfilled.
Recruit, Select, and Keep Education Talent
Public Impact has developed a series of resources designed to support school turnarounds. The series includes guides and toolkits that help select turnaround principals and teachers based on the competencies–or patterns of thinking, feeling, speaking, and acting–that enable them to be successful in turnarounds.
Many have suggested that charter schools can be key agents in leading dramatic improvements in public education. However, the small number of highly-successful charter schools and charter management organizations currently in operation throughout the country will have to grow much faster in order to meet this challenge. To achieve that growth, they also will need a strong supply of great teachers and leaders. This report, for the Center for American Progress, by Christi Chadwick and Julie Kowal, looks at six leading charter management organizations (CMOs) – Green Dot, High Tech High, IDEA, KIPP, Rocketship, and YES Prep – and the strategies they have implemented to build the supply of high quality teachers and principals in their schools. The paper also presents barriers and challenges that still remain for these CMOs, as well as promising opportunities to support more rapid future growth. A brief presentation, prepared for the Joyce Foundation, outlines key findings.
The job of “teacher” in most schools today remains centered on full-time classroom responsibilities that are defined by the location, timing, and schedule of the school day and a one-teacher-per-classroom model. But particularly in today’s budget climate, interest in quality-focused job redesigns is increasing among forward-thinking state, district, and charter school leaders. In this report, prepared by Julie Kowal and Dana Brinson for the Center for American Progress, we profile two organizations—the Rocketship Education network of charter schools and the Fairfax County, VA school district— that have redesigned the job of teacher to provide new types of leadership opportunities and let great teachers reach larger numbers of students. A brief presentation, prepared for the Joyce Foundation, outlines key findings. [Read more…]