How could far more children ages 0–5 who are in early childhood education and care settings have consistent access to excellent teaching? Public Impact’s new vision brief explains how Opportunity Culture models, including Multi-Classroom Leadership and educator residencies, can be applied to early childhood settings, and shows the potential benefits for students, educators, and the country.
Multi-Classroom Leadership is the cornerstone of an Opportunity Culture. Teachers with a record of high-growth student learning and leadership competencies, known as multi-classroom leaders or MCLs, both teach part of the time and lead small, collaborative teams of two to eight teachers, paraprofessionals, and teacher residents in the same grade or subject to meet each MCL’s standards of excellence.
This short slide deck with brief speaker notes provides a useful overview for educators, policymakers, and anyone else interested in dramatic improvements in education of why students and educators need an Opportunity Culture, how it works, the research supporting it, what states and districts can do to support it, and a list of more resources.
What if all teachers could achieve excellent student learning results by getting the right leadership and support? This guide presents examples of career paths that make this possible—using multi-school leaders, multi-classroom leaders, and other roles for teachers, who can collaborate, improve, and excel on teams led by multi-classroom leaders. Teachers and principals in all these paths reach more students with excellent teaching and earn more for it, within schools’ budgets.
Opportunity Culture multi-school leaders (MSLs) are excellent principals with a record of high-growth student learning who lead a small group of two to eight related or closely located schools for more pay, funded within the budgets of their schools.
How do Opportunity Culture multi-classroom leaders fit into a typical week all their duties? This video and vignette follow Okema Owens Simpson, a middle school multi-classroom leader, through several typical days in which she provides what her teaching team needs most.
Scott Nolt and Caitlyn Gironda pioneered blended-learning classes in their North Carolina district, extending their reach to more students by teaching two groups of students during the same class period—when one group was in class with the teacher, the other worked online from home or in a lab, switching the next day. Despite receiving less in-class time with their teachers, students showed strong growth and learned other crucial skills.
State and district leaders have a chance under ESSA (the 2016 Every Student Succeeds Act) to use their new funding flexibility to take a new approach that focuses on excellence for teachers, and students.
This two-page guide helps schools and districts implementing Opportunity Culture school models and roles interpret the five Opportunity Culture Principles. The principles help schools ensure that roles extending the reach of excellent teachers and principals to far more students, and to their colleagues, are sustainable and effective.
Paid Educator Residencies, Within Budget: How New School Models Can Radically Improve Teacher and Principal Preparation details how to create paid, full-time, yearlong residencies for aspiring teachers and principals, within existing budgets.