OPPORTUNITYCULTURE.

ORG

REDESIGNING SCHOOLS
MODELS TO REACH EVE RY STUDE NT WITH EXCE LLE NT TEACHE RS

model ov erv iew ta bl e

creating a virtuous cycle of opportunity
All students deserve excellent teachers, every year. By extending the reach of Americas best teachers to more students, we can create an Opportunity Culture in which teachers and students excel, all within a financially sustainable model. In an Opportunity Culture, all teachers have career opportunities dependent upon their excellence, leadership, and student impact. fundable excellence and opportunity.

Advancement allows more pay and greater reach. As shown below, extending the reach of excellent teachers starts a virtuous cycle of

Excellent teachers reach more children, freeing per-pupil funds.

Teachers have opportunities for career advancement, development, and higher pay.

Schools retain and recruit more excellent teachers. All teachers learn and contribute to excellence in new roles. Schools dismiss ine ective teachers.

How do we extend the reach of Americas best teachers? We offer Reach Extension models in the following table that make it possible. All of the models should operate within the following five Reach Extension Principles: 1. Reach more children successfully with excellent teachers. 2. ay excellent teachers more for reaching more children P successfully. 4 . Include roles for other educators that enable solid performers both to learn from excellent peers and to contribute to excellent outcomes for children.

3. Achieve permanent financial sustainability, keeping postper-pupil funding sources.

transition costs within the budgets available from regular

5. Identify the adult who is accountable for each students resources (s)he is empowered to choose and manage.

outcomes, and clarify what people, technology, and other

By making the right changes, schools can provide all teachers with career advancement opportunities. hours, and flexible schedules possible.

Most models promote teamwork and professional development, and some make part-time work, reduced

L L E N T T E AC H E R
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model overview table: how do excellent teachers reach more students?

In-Person The teacher accountable for learning is in Remote The teacher accountable for learning uses dents, and may lead others. An in-person monitor is required.

E L L Eclass-size changes H E R N T T E AC
Excellent teachers teach larger classes, within limits and by choice. specialization Excellent teachers specialize in high-priority subjects and roles. multi-classroom leadership School-based or remote instructional teams report to an excellent teacher. time-technology swaps Digital instruction replaces enough topteacher time that they can teach more for 25% or more of learning time. likely combinations

Where is the Excellent Teacher?

the school, teaching face to face, and may lead others.

technology to teach and connect with stu-

Class-Size Increases | Class-Size Shifting

Class-Size Increases | Class-Size Shifting

Subject Specialization | Role Specialization

Subject Specialization | Role Specialization

Multi-Classroom Leadership (In-Person Pods)

Multi-Teacher Leadership (Remote Pods)

In-Person Swaps

students. Students have digital instruction

Rotation* Alternating digital instruction Flex* Digital, small-group, and largegroup learning time individualized

Remote Swaps

and in-person teacher on a fixed schedule

Rotation* Alternating digital instruction and remote teacher on a fixed schedule Flex* Digital, small-group, and largegroup learning time individualized

Any of the models combined with Homework Flipping, Specialization or Multi-Classroom Leadership Schools committed to reaching every student in every valued subject with the excellent teachers will use Multi-Combinations
Note: Shaded items may require new technology. Students are in school buildings in all models in this table. *The terms Rotation and Flex are widely used to describe blended learning models. See Innosight Institutes The Rise of k-12 Blended Learning.

when learning is outside the school:

excellent teachers, too. Four additional models combine excellent reStudents learning at home or in community-based programs need mote teachers, digital instruction, and parents or community-based Monitored Remote + Digital Instruction, Parent-Monitored Remote,

organization (CBO) staff as monitors: CBO-Monitored Remote, CBOParent-Monitored Remote + Digital Instruction.

A Teachers Impact = Student Outcomes x Number of Students Reached

E XC E L L E N T T E AC H E R
building an opportunity culture for americas teachers

2012 Public Impact, Chapel Hill, NC. This publication was made possible in part by support from Carnegie Corporation of New York, the Bill & Melinda Gates Foundation, and The Joyce Foundation. The statements made and views expressed are solely the responsibility of Public Impact. Learn more at OpportunityCulture.org.

2012 p u bl ic i m pac t

OpportunityCulture.org