Part 2 of this three-part training series focuses on a critical, research-based approach to supporting students’ textual meaning-making: explicit comprehension instruction.
Part 1 of this three-part training series defines the elements of reading comprehension and why each matters, and identify ways that teachers across content areas can develop students’ comprehension skills.
Learn about the unique role of multi-classroom leaders (MCLs)—educators who provide intensive support and development to small teaching teams, for more pay, within regular budgets.
Part 2—Here’s How: Part 2 of this two-part video details how an Opportunity Culture provides on-the-job, consistent support for all teachers to reach many more students with excellence, learn more, and earn more—by having great teachers lead teams or reach more students directly, with more school-day collaboration and planning time.
Part 1—Why Opportunity Culture?: What barriers keep teachers and students from experiencing great support and strong learning outcomes? Part 1 of this two-part video highlights some of the barriers that an Opportunity Culture can remove.
Team reach teachers work on a multi-classroom leader’s team, directly teaching more students than usual but typically without raising instructional group sizes.
From News West9, September 22, 2020, by Rachel Ripp
Teachers have a lot on their plates this year, more than ever. But some of them here in the Basin have signed up for a brand new teaching landscape plus more students to teach or co-workers to coach. These teachers are involved in what’s called “Opportunity Culture” at ECISD and MISD.
“We also saw this as a way to keep good teachers in the classroom. I think a lot of teachers get tempted at a point to say I want to go into administration or I want to try and be a principal or I want to do something else other than teach and they’re great teachers. We don’t want to lose that. We want to keep them here, and by paying them what they’re worth I think that that helps keep them in the classroom,” Chris Hightower, MISD Opportunity Culture director said. Read more…
Webinar Date: September 15, 2020
In this webinar, three excellent, experienced multi-classroom leaders detail how they support their teaching teams remotely, as their teams faced the extreme challenges of helping students through the trauma of a pandemic, racial violence, and protests while delivering excellent instruction—all while balancing their own stress and personal needs.
By Sharon Kebschull Barrett; first published by EducationNC, August 18, 2020
Delmonika Vick always wanted to be a teacher, and she got an education degree. But other opportunities kept coming along, and she found herself in corporate banking for four years — only to realize, several years in, what a struggle it was to go to work each day.
“I didn’t have any sense of fulfillment — I didn’t feel like I was making a difference,” Vick said. “I knew that I was supposed to teach, then — I knew that I had to pursue education.”
An Edgecombe County, North Carolina native, Vick intended to go straight into a classroom teaching role, until a chance meeting with Principal Donnell Cannon led to an offer to be a reach associate (RA) at North Edgecombe High. Read more…
From The Colorado Sun, August 19, 2020, by Amy Anderson & Michele Morenz
The transition to remote learning cannot fall solely on teachers’ plates, nor should we hold on tight to a classroom-oriented model with one teacher for every 30-plus students. What if we thought creatively about our education workforce? How might we re-design instructional and student supports to align the expertise and talents of educators more purposefully around learners? Academic staff could focus on select families to provide individualized support for struggling students. Teaching assistants could maintain adult/learner relationships with weekly check-ins. Teachers could design new ways to instruct students across schools that are better suited for remote learning. Public Impact’s Opportunity Culture initiative offers some interesting models along these lines in response to COVID-19.