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 […]
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 […]
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.
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.
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 […]
Report highlights six indicators of a robust talent pipeline so that charter supporters can evaluate the strengths and weaknesses of their own efforts.
Report looks at six leading charter management organizations and the strategies they have implemented to build the supply of high quality teachers and principals in their schools.
This report summarizes the results of recent research and practice on how to improve teacher supply, distribution and evaluation systems.