The Opportunity Culture® Strategy

Looking for a high-impact, sustainable, cost-effective, proven way to give all students access to excellent teaching and all educators access to outstanding career opportunities?

Opportunity Culture innovative staffing models help pre-K–12 districts and schools restructure to extend the reach of excellent teaching to more students, for more pay, within recurring school budgets—backed up by 10 years of student learning growth and educator-pleasing results!

How Opportunity Culture Models Work

In each Opportunity Culture school:

A group of teachers and administrators determines how to use the Multi-Classroom Leader (MCL) role and other teaching team roles to reach all students with excellent teaching and small-group instruction and pay teachers more. Opportunity Culture models provide customizable designs based on a proven framework.

Each MCL leads a small teaching team, providing guidance and frequent on-the-job coaching while continuing to teach, often by leading small-group instruction. Research shows that when teachers increase small-group teaching and tutoring, student learning surges.

Accountable for the results of all students in the team, MCLs earn supplements averaging 20 percent (and up to 50 percent) of teacher pay, within the regular school budget.

In the majority of schools, some MCL team members serve in the Team Reach Teacher and Reach Associate roles, reaching more students, for more pay, with increased small-group learning, all with MCL guidance and support.


Schools redesign schedules to provide additional school-day time for teacher planning, coaching, and collaboration.

With those elements in place, Opportunity Culture schools can use additional elements such as yearlong, paid teacher residencies, remotely located Multi-Classroom Leader roles to increase student access to excellent teaching, and the Multi-School Leader role.

Opportunity Culture leadership and paid team roles have been shown to more than double the number of teachers producing high-growth student learning. Students gain an extra half-year of learning growth on average.

The Opportunity Culture Principles

Teams of teachers & school leaders must choose and tailor models to:

Reach more students with excellent teachers and their teams

Pay teachers more for extending their reach

Fund pay within regular budgets

Provide protected in-school time and clarity about how to use it for planning, collaboration, and development

Match authority and accountability to each person’s responsibilities

Similar principles apply to teams of principals and district/network leaders

This has been the most feedback and constructive criticism in creating this teacher that I’ve always aspired to be, and now I have the support to do it.

—Teacher on MCL Team

Why Districts Use Opportunity Culture Models

Districts join the national Opportunity Culture initiative to address student learning growth that is too low for equitable outcomes, especially in high-need schools, and to address staffing shortages that have grown to affect many schools. 

Opportunity Culture innovative staffing designs address shortages and boost learning. Innovative staffing means thinking differently about instructional roles and available funding to improve academics, creating new career options for teachers and addressing persistent teaching vacancies.

Opportunity Culture models offer schools new tools that include high-paying advanced team roles, improved support for new teachers, and staffing models that do not require filling every teacher vacancy to ensure that students have access to excellent instruction. 

See some of the education research groups, advocacy organizations, and federal and state offices that suggest Opportunity Culture models as a strategy to consider.

Hear what past and present Opportunity Culture district leaders have to say:

In Districts and Charter Schools Across the U.S.

More districts and charter school organizations—large and small, rural and urban—make the Opportunity Culture commitment every year. 

How Public Impact Works with Districts

Public Impact offers several price points for districts to create their own Opportunity Culture designs.

Intensive Co-Design

Best for districts that need full consulting support to manage change and co-design Opportunity Culture plans with Public Impact

Focused Co-Design

Best for districts with capacity to manage change but needing technical guidance—optional add-on supports available

Self-Driven Design

Best for districts that can manage their own design and implementation in the School Excellence Portal

Professional Learning

Supporting school design and Opportunity Culture roles for teachers, teacher-leaders, principals, staff, and administrators

All service models will include the option for official Opportunity Culture certification.

Data Dashboard

Every year, we publish a data dashboard to track the growth of the Opportunity Culture initiative—including the number of participating schools and districts, student impact, and statistics on the extra pay Opportunity Culture educators have earned.

We use those dashboard results, annual, anonymous surveys of Opportunity Culture educators, and our experience working directly with districts on Opportunity Culture implementation to continually refine Opportunity Culture design and professional learning materials and guidance.

2022 marked the beginning of a new era of innovation, with Public Impact expanding paid roles on MCL teams; designing Multi-School Leadership, remotely located MCL roles, embedded tutoring, and lower-cost services to schools; and the milestone of reaching over 150K students in one year.

Our clients have rated us in the “excellent” zone, on average, in every year since the annual Opportunity Culture survey began.

Our work with Public Impact has just been phenomenal—the partnership has been great. …The resources that they have provided for our team have just been out of this world, and I applaud and appreciate just the intentionality of the process, because I think it’s helped us move a lot faster than we would have.

North Carolina superintendent