Web pages

This guide, published by the Council for Exceptional Children in collaboration with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) and many partners, presents 22 high-leverage practices (HLPs) for K-12 special educators. These HLPs, when successfully implemented, have led to improved outcomes. The HLPs are categorized by: collaboration, assessment, social/emotional/behavioral, and instruction. The guide shares corresponding resources about HLPs, including articles, videos, and reports.

This Education Resource Strategies toolkit organizes resources that connect training and development to the work that teachers accomplish on a daily basis. Resources are categorized into three groups: rigorous and comprehensive curricula and assessments, content-focused and expert-led collaboration, and frequent, growth-oriented feedback. The types of resources highlighted range from student work protocols to observation and debrief tools.

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.   

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.

Part of the toolkit offered by the Center for Strengthening the Teaching Profession (CSTP) to support the development of teacher-leaders, this tool is designed to help school and district leaders determine systems readiness for teacher-leaders, support their work, and aid their professional development.

The Teach Plus T3 Initiative recruits, develops, and supports highly effective, experienced teachers to lead teams in turnaround efforts in low-performing schools. T3 teacher-leaders serve as full-time classroom teachers while also leading teams of teachers and receive ongoing professional learning. The C2 Initiative offers a series of five-week, teacher-led training sessions focused on the Common Core State Standards, which aims to ensure a smooth transition to the standards.

This two-year, full-time program from National Louis University focuses specifically on training teachers to lead Reading Recovery programs in their schools. 

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.

This policy guide by Public Impact shows how districts can design teacher career paths that will keep excellent teachers in the classroom and extend their reach to more students, for more pay, within budget. The guide discusses how districts, when using these career paths, create opportunities for excellent teachers to reach more students either directly or by leading teaching teams and for all teachers to receive the support and development they deserve.

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.