This special report explores the growing interest among many educators and school leaders in altering the conventional understandings around what teachers do. In particular, it looks at the ways districts, schools, and teachers themselves are transforming teachers' positions—and the types of supports available to them—in order to drive organizational change, build capacity, improve policymaking, and deepen instructional expertise.
Some teachers say that blended-learning environments, designed to leverage technology and individualize student instruction, can create new roles for teachers as well.
Jordan Moeny, February 19, 2015
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5 min read
Rhea Espedido recently advanced to become a “lead” teacher at Liberty Elementary School in Baltimore. The change was made possible by an overhaul of the teacher-pay schedule developed jointly by the local district and the Baltimore Teachers Union.
A new system in Baltimore rewards teachers based on their accomplishments rather than their seniority or credentials, presenting teachers with new options.
Teaching Ambassador Fellow Emily Davis, center, helps out a group attending the Teach to Lead summit in Boston. Other summits occurred in Louisville, Ky., and Denver.
The Teaching Ambassador Fellows at the U.S. Department of Education have sought to bring teacher leadership to federal policy.
Ross Brenneman, February 19, 2015
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4 min read
Teacher Emilio Solano reads "To Kill a Mockingbird" to 8th grade students at Sandra Cisneros Learning Academy in Los Angeles. Solano recently attended a National Academy of Advanced Teacher Education intensive training course as part of his professional development. —Emile Wamsteker for Education Week
The National Academy of Advanced Teacher Education is built on the idea that the best teachers need opportunities to wrestle with cognitively challenging professional work to improve their craft and spread their expertise.
Carrie Bakken, a program coordinator and teacher at the Avalon School in St. Paul, Minn., says that working at a teacher-led school gives her a greater sense of autonomy and opportunity.
Too many good teachers are forced to leave the classroom just because they want new challenges and a sense of advancement, English teacher Paul Barnwell says.
Paul Barnwell, February 19, 2015
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7 min read
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