Public Impact

Talent Pipeline

Equitable access to effective educators emerges as priority for North Carolina

EdNC, March 16, 2022, by Mebane Rash. “Students in high-poverty schools are about half as likely to have access to highly effective teachers, compared to students in low-poverty schools,” said Johanna Anderson, executive director of The Belk Foundation, at a recent convening of their board of directors and education stakeholders. This is not a new data […]

Cost-Effective Ways to Rethink School Staffing

By Emily Ayscue Hassel and Bryan Hassel; first published in Education Week. Even before COVID-19 sent students and educators home, teachers’ jobs had grown increasingly complex. Rightful demands for standards matching those of other nations—and for equitable opportunities allowing students to meet or exceed those standards—swelled over recent decades. With research clearly indicating how important […]

How To Get Past the “Talent Hogs” Problem

By Emily Ayscue Hassel and Bryan Hassel; first published in Education Next. A charismatic charter network leader reminded us recently of his high-poverty schools’ laudable learning results. His secret sauce? Wooing the best teachers and principals away from surrounding districts. We call this a “Talent Hog” strategy, and its prevalence explains, in part, why reforms […]

Thought Leadership Forum Brief: Talent Development and Opportunity Culture

Center on School Turnaround, July 2018

This brief summarizes the information presented in the March and April 2018 forums, which addressed Opportunity Culture as a strategy to support talent development. The March presentation was by Bryan Hassel, Co-President of Public Impact. The April forum featured Denise Watts, who leads Project LIFT, a philanthropic initiative that is implementing an Opportunity Culture program in North Carolina’s Charlotte-Mecklenburg Schools.

Analysis: Through Co-Teaching, Team Teaching, and Collaboration, These Pioneering Schools Are Rethinking How to Best Deliver Personalized Learning for Students

The 74, May 28, 2018, by Thomas Arnett and Bryan Hassel

K-12 education is abuzz with interest in personalizing instruction and a drive to change the student experience. Yet amid this innovative fervor, the traditional classroom staffing arrangement is still an unquestioned assumption in many schools, with each teacher working largely alone, taking sole responsibility for a roster of students.

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 […]