Staffing Innovations

Unleashing Teacher Leadership: How Formal Teacher Leader Roles Can Improve Instruction

This Teach Factor report, published by the National Institute for Excellence in Teaching (NIET), examines the demand teachers have for leadership opportunities, need for expanded instructional leadership in schools to support principals, and provides examples of formalized roles associated with The System for Teacher and Student Advancement (TAP). NIET also provides additional resources aligned to this report for major stakeholders, including policymakers, district officials, principals, and teachers.

Reaching Further and Learning More? Evaluating Public Impact’s Opportunity Culture Initiative

This working paper from the Calder Center presents findings from a three-year study of 15,000 students in three districts implementing the Opportunity Culture school staffing model. The study found that teaching teams led by multi-classroom leaders (MCLs) produced learning gains equivalent to those of teachers in the top quartile in math and nearly that in reading. 

Days in the Life: The Work of a Successful Multi-Classroom Leader

This vignette, from Public Impact, provides insight into a day in the life of a multi-classroom leader, whose job as an instructional teacher leader is to support and coach other teachers so more students receive excellent instruction. 

Tools for Principals in Opportunity Culture Schools

These tools from Public Impact are intended to help principals build leadership skills of teacher leaders. Designed for use in Opportunity Culture schools, principals in any schools can use these tools to lead instructional teams of teacher-leaders who in turn support and guide all of a school’s teachers.   

How Principals Use Multi-Classroom Leadership in School Turnarounds: Three Principals’ Experiences

This series of vignettes, with accompanying video from Public Impact, focuses on principals at three Opportunity Culture schools, profiling their use of the Multi-Classroom Leadership model that enabled them to create and lead teams of teacher leaders in their schools in Nashville, Tennessee, and Charlotte, North Carolina.

Following the Dollars to the Classroom Door

This brief from ERS is based on its work with the Cleveland Metropolitan School District and examines the relationship between strategic school design and effective student-based budgeting. The brief highlights the importance of aligning funding with a clear plan for reorganizing resources in order to improve student outcomes, and recommends that three overriding principles should be at the heart of all design plans: excellent teachers for all students, personalized learning and support, and cost effectiveness through creative solutions.

Developing School Leaders: What the U.S. Can Learn From England’s Model

This report summarizes key elements of new leadership structures in England resulting from recent reforms that have distributed leadership responsibilities across administrators and teachers. Teacher leaders or “middle leaders” are accountable for leading teams of teachers and students, usually determined by subject or grade level. As curriculum experts, they offer instructional support to teachers and are granted autonomies within their areas of focus. 

Building a Lattice for School Leadership

This paper explores recent reforms undertaken in the English school system to restructure its leadership development system. The new system includes three levels of leaders, including a layer of “middle leaders”—teachers who take responsibility for teaching and leading their peers in a set grade level, grade cluster, or subject area.

Redesigning Schools: Reaching All Students With Excellent STEM Teachers

This policy brief by Public Impact shows how schools that extend the reach of excellent teachers and their teams to more students, for significantly higher pay within budget, may be able to attract and keep far more science, technology, engineering, and mathematics (STEM) teachers. The brief summarizes the grim facts about STEM employment and learning in the United States today, the emerging efforts to stop the shortage, and the ways that teacher career paths can augment these efforts.

Seizing Opportunity at the Top II: State Polices to Reach Every Student With Excellent Teaching

An update to the first release issued in 2011, this brief by Public Impact examines policies for reaching far more students with gap-closing, bar-raising excellent teaching and for providing well-paid, sustainable career-advancement opportunities for educators. The report distinguishes between policies that are urgent for successful pilot schools in a state and policies that are optimal for a successful scale-up throughout a state. 


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