Public Impact
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.
eSchool News, May 25, 2018, by Thomas Arnett
Personalized learning’s rationale has strong intuitive appeal: We can all remember feeling bored, confused, frustrated, or lost in school when our classes didn’t spark our interests or address our learning needs. But an intuitive rationale doesn’t clearly translate to effective practice.
EdSurge, May 24, 2018, by Stephen Noonoo
Emerging school models are supposed to ease the transition to personalized and blended instruction—or at least make it possible. But new ways of teaching can hit a snag when they run up against the familiar one-teacher-one-classroom setup. According to the authors of a new report, it’s not schools that need a “rethink” as much as school staffing.
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 […]
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.
Report analyzes eight schools and school networks that are personalizing learning and getting learning results with disadvantaged students.
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 […]
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 […]
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 […]
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 […]
In today’s Education Next, Public Impact Co-Directors Bryan C. Hassel and Emily Ayscue Hassel take a look at the seductiveness of the concept of reducing class sizes–and why policymakers should resist temptation. “The answer’s pretty simple,” they write. “A large-scale reduction requires hiring massively more teachers, dipping deeper and deeper into the applicant pool. It […]
Start off the new year with support from a large selection of new, free tools from Public Impact. Whether you are leading a teaching team or leading a school—especially one attempting a turnaround—you’ll find tools based on research and the practices of the best Opportunity Culture teacher-leaders and principals nationally.