Too often, “teacher leadership” roles intended to attract and retain teachers—especially great ones—and close student learning gaps fail to produce the intended impact. This two-page brief offers a quick list of the common pitfalls of designing such roles, and a chart of the 12 essential factors for creating high-quality, lasting teacher-leader roles. Defining and organizing high-impact teacher-leader roles can allow great teachers to have a far greater effect on vastly more students and teaching peers.
What if all teachers could achieve excellent student learning results—with the right leadership and support? Opportunity Culture makes this possible. Multi-classroom leaders who produced high-growth student learning as teachers help whole teams of teachers achieve student learning growth matching or approaching that of excellent teachers. In schools that have limited teaching positions and struggle to offer advanced courses, Remotely Located Multi-Classroom Leadership can provides teachers with the support and career opportunities that in-person Multi-Classroom Leadership provides. Find out more about this national initiative of Public Impact on our sister website, OpportunityCulture.org.
How can non-traditional staffing arrangements and blended learning in schools personalize learning for students? In this report, and an accompanying series of profiles, Public Impact and the Clayton Christensen Institute analyzed eight schools and school networks that are not only personalizing learning, but also getting learning results with disadvantaged students. Find out more here.