Guilford County Becomes N.C.’s 5th Opportunity Culture District
Under Superintendent Sharon Contreras, Guilford County Schools, based in Greensboro, N.C., has joined the national Opportunity Culture initiative to extend the reach of excellent teachers and their teams to more students, for more pay, within schools’ recurring budgets. Researchers at the Brookings Institution and American Institutes for Research released a study in January showing the effect Opportunity Culture can have: Teachers who were on average at the 50th percentile in student learning gains, and who…
Personalizing Learning with Innovative Staffing + Blended Learning: 4 New School Profiles
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…
Opportunity Culture by the Numbers: 2017-18 Dashboard Updates
Quick Stats from the Opportunity Culture Dashboard, updated for 2017-18: 225+ schools committed to Opportunity Culture 1,450+ teachers with advanced roles or on-the-job development 41,000+ students reached by excellent teachers extending their reach $3.3 million in extra pay for teachers in 2017–18; $10 million since Opportunity Culture was implemented in the first schools five years ago 22 Opportunity Culture sites in 9 states—and growing Strong educator support: 97% of surveyed multi-classroom leaders (MCLs) and 81%…
Innovative Staffing to Personalize Learning: School Profiles
How can schools begin to address all their students’ individual learning needs? Blended learning is increasingly part of the answer schools consider—but what about a broader rethinking of how schools are organized and staffed? At Public Impact, we’ve been working with the Clayton Christensen Institute to take a close look at eight schools/school networks around the country using innovative staffing models to personalize learning—district, charter, and private schools. We’ve just published the first of two…
Finding Inspiration Again Through Teacher Leadership
This column first appeared on EducationNC on February 23, 2018. As a young child I was always taught the famous proverb: 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…
Analysis: New Study Finds Huge Student Learning Gains in Schools Where Teachers Mentor Their Colleagues as Multi-Classroom Leaders
This column was first published on The 74 on February 13, 2018. In survey after survey, teachers report dissatisfaction with the professional development they receive. Many aren’t satisfied with their professional learning communities or coaching opportunities. Teachers say they want more on-the-job development, career advancement while teaching, and collaboration time. Some teachers are getting what they want. But is that good news for students? Do their students learn more? According to a new study released…
When Teachers Leave Midyear, Instructional Teacher-Leadership Keeps Classes Strong
This column first appeared on EducationNC on February 7, 2018. I recently sat down to talk with my principal about why the multi-classroom leader role has proved so crucial when midyear turnover leaves a teaching team short, or with a long-term substitute. My journey in education began in 2009 when I joined Teach for America and was placed in Charlotte as a seventh-grade math teacher. In 2011, I left teaching to go to graduate school…
Opportunity Culture: In the News, On the Radio–and a Milken Award!
Multi-classroom leaders have been in the spotlight this week! In the News: The recent release of a study by the American Institutes for Research and the Brookings Institution highlights the power of multi-classroom leaders (MCLs). The team teachers studied, who were now on teams led by MCLs, were, on average, at the 50th percentile in the student learning gains they produced before joining an MCL team. After joining the teams, they produced learning gains equivalent to those of teachers…
New Research on Opportunity Culture: Multi-Classroom Leaders’ Teams Produce Significant Learning Gains
This column first appeared in Education Next on January 17, 2018. What if every student actually could have an excellent teacher? According to a new study released through the CALDER Center, it might be possible. Study authors Ben Backes of American Institutes for Research (AIR) and Michael Hansen of the Brookings Institution found that students in classrooms of team teachers led by Opportunity Culture “multi-classroom leaders” showed sizeable, statistically significant academic gains. There’s interesting fine print, so read on….
Brookings-AIR Study Finds Large Academic Gains in Opportunity Culture
Students in classrooms of team teachers led by “multi-classroom leaders” showed sizeable academic gains, according to a new study from the American Institutes for Research and the Brookings Institution. Students respond to a multi-classroom leader’s question in a classroom in Charlotte-Mecklenburg Schools. The team teachers were, on average, at the 50th percentile in the student learning gains they produced before joining a team led by a multi-classroom leader. After joining the…
Beyoncé and Teacher Pay: TEDx Talk Tells All!
What does Beyoncé have to do with great teachers? Ranson IB Middle School Principal Erica Jordan-Thomas wants you to know: “There are Beyoncé educators in every single school building dropping number 1 albums year after year in the form of mind-blowing results with their kids.” But, Jordan-Thomas says in her just-posted Fall 2017 TEDx talk, those Beyoncé educators are being held back by the traditional one-teacher, one-classroom setup in most schools. And there just aren’t…
Days in the Life: Video, Vignette Show the Work of a Successful Multi-Classroom Leader
When Opportunity Culture multi-classroom leaders describe their jobs—providing intensive, on-the-job coaching, support for planning, and data analysis leadership to a team of teachers while continuing to teach students, too—they hear the same question: How do you fit all that in? See the answer in a new video and vignette from Public Impact: Days in the Life: The Work of a Successful Multi-Classroom Leader. These publications are useful for principals in Opportunity Culture schools, current multi-classroom…
Opportunity Culture Voices: From Action Plan to Teacher of the Year — in One Year
This column is by Stacie Bunn and was published on EdNC.org, November 9, 2017 Editor’s Note: Stacie Bunn is an Opportunity Culture Fellow. Learn more about the Opportunity Culture initiative here. In 2012, after 15 years of classroom experience and a year as an instructional coach, I became the multi-classroom leader (MCL) for science at Thomasboro Academy in Charlotte, N.C. I led a team of eight new and veteran teachers, co-teaching, coaching, modeling, co-planning, and…
Opportunity Culture + Summit Learning: North Little Rock Pilots Statewide Plan
To kick off a statewide Arkansas initiative to reach all students with excellent teaching, North Little Rock Middle School will begin creating an Opportunity Culture for teachers and students this fall, using teams led by multi-classroom leaders—experienced, excellent teachers who are paid more to lead a team, and are held accountable for student outcomes, teacher support, and team success. Additionally, the North Little Rock district will use the Summit Learning Platform to personalize student learning….
Opportunity Culture Voices: How My West Texas School Elevated Struggling Young Readers (and Their Teachers)
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….