As part of a deep look at how schools rethink how they are organized to address each student’s needs, Public Impact and the Clayton Christensen Institute today released the second set of profiles of schools and teachers using innovative staffing with blended learning. These profiles, many with accompanying videos, set the stage for an upcoming white paper analyzing the patterns of the schools’ and teachers’ experiences.
We focused on schools or school networks serving disadvantaged populations that achieved better-than-typical student learning and provided students with more personalized experiences while using new staffing models and blended learning.
If you love your job, you will never work a day in your life. I discovered my passion in education—my love for learning and teaching. So I have truly never “worked” since I was 21 years old. As I matured, though, I realized that we all need continued inspiration to keep pushing toward the goal of creating successful students.
For years, my school, Washington Elementary in Big Spring, Texas, struggled to meet all our students’ literacy needs. We group students in tiers, as in the “Response to Intervention” model, but each year we were still left with extremely large groups in Tier II and Tier III — struggling students and chronically struggling students. Each year, we tried to reinvent the wheel to increase our student success, but to no avail — until last year.
When you’re not sure where to start, ask your students! Well, not always, but when I came to Charlotte, North Carolina’s James Martin Middle School as a 
