ethanporcaro/eric-fulltext-meta huggingface dataset:
An Opportunity Culture &quot;for All&quot;: Making Teaching a Highly Paid, High-Impact Profession
Author: Hassel, Emily Ayscue
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Improvement,Educational Policy,Administrative Policy,Teacher Effectiveness,Compensation (Remuneration),Mastery Learning,Outcome Measures,Administrative Principles,Performance Based Assessment,Organizational Development,Technology Uses in Education,Sustainability,Career Development,Teacher Recruitment,Personnel Selection,Change Strategies

Authors and co-directors of &quot;Public Impact,&quot; Emily Ayscue Hassel and Bryan C. Hassel state that, looking back over the decades, no one is really getting what they want. Teachers are no closer to achieving the societal respect and substantial, sustainable rewards for their contributions that they deserve, and student achievement has barely budged, depriving students of an equal shot at the American dream. Some teachers rightly fear that today's reform climate risks demeaning the profession. They see policymakers focusing their energy on removing bad teachers, ending tenure, and eliminating or reducing the extra pay teachers now earn for advanced degrees and experience. Teachers see much less effort to give them more opportunities to advance their careers and develop on the job, and to earn more for it. It is no wonder many teachers are skeptical, if not outright hostile, to the changes afoot. These authors write that they do see a way out, if all can accept that traditional policies have effectively picked most teachers' pockets during their careers, and that reforms need to focus on building an outstanding profession. This report provides a vision that draws on the hopes of millions of teachers, the passion of educators already implementing sustainable models of reach, and the work of diverse stakeholders--reformers, unions, child advocates, parents, and others--who want a better profession for teachers and better outcomes for students. [For &quot;An Opportunity Culture for All: Making Teaching a Highly Paid, High-Impact Profession. Summary,&quot; see ED560180; for the introduction, see ED560181.]
An Opportunity Culture &quot;for All&quot;: Making Teaching a Highly Paid, High-Impact Profession. Summary
Author: Hassel, Emily Ayscue
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Professional Identity,Public Opinion,Educational Quality,Models,State Government,State Standards,Teacher Salaries,State Policy,Compensation (Remuneration),Budgets,Faculty Development,Teacher Leadership,Pilot Projects

In this summary, authors and co-directors of &quot;Public Impact,&quot; Emily Ayscue Hassel and Bryan C. Hassel, state that, in most locations, the relationship between organized teachers and reformers remains at best a tenuous truce and at worst a pitched battle. None are really getting what they want. Teachers are no closer to achieving the respect and substantial, sustainable rewards for their contributions that they deserve, and student achievement has barely budged. The authors suggest a way out, if leaders nationwide commit to excellent teaching for all students. Achieving this will require new school models that extend excellent teachers' reach so everyone can develop toward excellence and earn far more, sustainably. To achieve this vision, governors and state legislatures must commit to excellence for all students and far higher, sustainable pay for teachers. States must overhaul the myriad policies that cap teachers' pay far below their worth and cap the number of students for whom great teachers may take responsibility. [For &quot;An Opportunity Culture for All: Making Teaching a Highly Paid, High-Impact Profession,&quot; see ED560179; for the introduction,see ED560181.]
An Opportunity Culture for Teaching and Learning: Introduction
Author: Public Impact
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Opportunities,Teacher Effectiveness,Instructional Effectiveness,Educational Methods,Models,Teacher Salaries,Administrative Principles,Organizational Culture,Educational Change,Educational Practices,Academic Achievement,Mastery Learning,Teacher Improvement,Capacity Building,Teacher Leadership,Educational Improvement

For excellent teachers and those aspiring to excellence, and for administrative or education policy leaders, this brief provides an overview of how an Opportunity Culture can help teachers have the well-paid, empowered profession they deserve--while helping many more students succeed. [For the full report, see ED560179; for the summary, see ED560180.]
Metropolitan Nashville's Innovation Zone: High-Need Schools Help Teacher-Leaders with Paid, Yearlong Student Teachers. An Opportunity Culture Case Study
Author: Barrett, Sharon Kebschul
Date: 2014-00-00
Type: Reports - Research
Subjects: Case Studies,Teacher Leadership,Student Teachers,Models,Educational Change,Educational Practices,Student Teaching,Teacher Collaboration,Program Implementation,Interviews,Student Teacher Attitudes,Teacher Attitudes,Administrator Attitudes,Principals,Educational Innovation,Expectation,Teacher Recruitment,Teaching Models,Compensation (Remuneration),Student Teacher Evaluation,Capacity Building,Change Strategies

Better-prepared new teachers, more adults in every classroom, more small-group instruction, more adults caring for every student--how can a school wrap all that up in one package? Three Metropolitan Nashville Opportunity Culture schools are trying a novel approach with paid, yearlong student teaching positions. The three schools are: (1) Buena Vista Elementary; (2) Bailey STEM Magnet Middle; and (3) Robert Churchwell Museum Magnet Elementary. In this case study, Public Impact examines this &quot;aspiring teachers&quot; program and its early implementation. A snapshot is provided of the impetus for creating the aspiring teachers program and its first months of implementation, based on interviews with aspiring teachers and iZone leaders and principals. [Angie Spong, Emily Ayscue Hassel, Bryan C. Hassel, Jiye Grace Han, and Rob Weldon contributed to this case study.]
Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide--Summary
Author: Hassel, Emily Ayscue
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Compensation (Remuneration),Career Development,School Districts,Sustainability,Teacher Effectiveness,Educational Quality,Guidelines,Educational Policy,Employment Opportunities,Educational Change,Models,Teaching Conditions,Teacher Role,Teacher Leadership,Instructional Leadership,Paraprofessional School Personnel,Design,Teacher Competencies,Differentiated Staffs,Educational Finance,Resource Allocation,Computation,Cost Effectiveness,Check Lists,Specialization

To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. &quot;Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide&quot; shows how districts can design teacher career paths that will keep excellent teachers in the classroom and extend their reach to more students, for more pay, within budget. When districts design these paths, they create opportunities for excellent teachers to reach more students directly and by leading teaching teams, for solid teachers to contribute to excellence immediately, and for all teachers to receive the support and development they deserve. This summary provides a brief overview and graphics that show how pay and career paths work at a glance. [For the full guide, see ED560184.]
Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide
Author: Hassel, Emily Ayscue
Date: 2014-00-00
Type: Guides - General
Subjects: Teacher Salaries,Compensation (Remuneration),Career Development,School Districts,Sustainability,Teacher Effectiveness,Educational Quality,Guidelines,Employment Opportunities,Educational Change,Models,Teaching Conditions,Teacher Role,Teacher Leadership,Paraprofessional School Personnel,Design,Teacher Competencies,Differentiated Staffs,Educational Finance,Resource Allocation,Computation,Cost Effectiveness,Instructional Leadership,Check Lists,Educational Policy,Specialization

To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. &quot;Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide&quot; shows how districts can design teacher career paths that will keep excellent teachers in the classroom and extend their reach to more students, for more pay, within budget. When districts design these paths, they create opportunities for excellent teachers to reach more students directly and by leading teaching teams, for solid teachers to contribute to excellence immediately, and for all teachers to receive the support and development they deserve. This guide walks a district through the organizing steps and details of designing Opportunity Culture pay and career paths that fit its needs and values. It includes an overview of key Opportunity Culture concepts, graphics and explanations detailing new school models and roles, and assistance for evaluating the impact of different compensation design choices. The steps guide districts to ensuring financial sustainability and designing a complete career lattice. The following are appended: (1) Pay for Hard-to-Staff Positions: STEM and Special Education; (2) State-Level Options; (3) Determining Pay Supplements for Large-Class Teacher Roles; and (4) Understanding Existing Career Paths and Compensation in the District--Checklist. [For the summary, see ED560183.]
Seizing Opportunity at the Top II: State Policies to Reach Every Student with Excellent Teaching
Author: Dean, Stephanie
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Teacher Effectiveness,Equal Education,Teacher Competencies,School Districts,State Policy,Educational Opportunities,Educational Methods,Educational Finance,Accountability,Teacher Evaluation,Budgeting,Governance,Educational Practices,Educational Technology,Academic Achievement,Technology Uses in Education,Teacher Salaries,Student Evaluation,Teacher Persistence,Rewards,State Aid,Resource Allocation

Research continues to confirm that without consistently excellent teaching, most students who start behind stay behind, and too few middling and advanced students leap ahead. Even hardworking, solid teachers who achieve one year of learning progress leave achievement gaps intact. When schools create an opportunity culture for teachers and students, they allow excellent teachers to extend their reach for more pay, within budget, and create new roles and in-school time for all teachers to learn on the job from the best, contribute to excellence immediately, improve their teaching skills, and pursue career advancement. Once policymakers commit to reaching every student with excellent teaching consistently, they can focus on the policies needed to enable an opportunity culture statewide. This brief details the policies that states and districts need to implement to achieve these goals. (Additional support in the writing of this brief was provided by Sharon Kebschull Barrett and Christen Holly.) [For &quot;Seizing Opportunity at the Top II: State Policies to Reach Every Student with Excellent Teaching. Policymakers' Checklist,&quot; see ED560188.]
Leading Educators: Empowering Teacher-Leaders to Extend Their Reach by Leading Teams. An Opportunity Culture Case Study
Author: Barrett, Sharon Kebschull
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Teacher Empowerment,Teacher Leadership,Teacher Effectiveness,Teacher Improvement,Capacity Building,Profiles,Fellowships,Faculty Development,Academic Achievement,Improvement Programs,Program Descriptions

Leading Educators works with schools and districts to maximize the leadership development of highly effective teachers. It aims to bolster the talent pipeline by identifying and training strong potential teacher-leaders, and in turn, increasing student achievement and developing teachers on its fellows' teams. The organization's leaders believe that retaining high-quality teacher-leaders and expanding their impact will increase student achievement enough to close gaps in high-need schools. Since 2011, Leading Educators has run a two-year fellowship in Kansas City and New Orleans for proven excellent teachers. This is the first in a series of case studies offering in-depth looks at how districts, charter schools, and other programs have begun using Opportunity Culture models or experimented with similar means of expanding teachers' impact on students and peer teachers. This study profiles Anna Lavely of Kansas, who participates in Leading Educators' two-year fellowship aimed at developing the leadership of already-excellent teachers. [This case study contains contributions from Joe Ableidinger, Bryan C. Hassel, and Emily Ayscue Hassel. Beverley Tyndall was responsible for the production of this report.]
Rocketship Education: Pioneering Charter Network Innovates Again, Bringing Tech Closer to Teachers. An Opportunity Culture Case Study
Author: Barrett, Sharon Kebschull
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Case Studies,Charter Schools,Educational Innovation,Blended Learning,Alignment (Education),Technology Integration,Technology Planning,Models,Educational Methods,Teacher Effectiveness,Mastery Learning,Academic Achievement,Educational Change,Educational Planning,Change Strategies,Educational Improvement,Cost Effectiveness,Barriers

When Rocketship Education, a pioneering, rapidly expanding charter school network, looked at its results, it could have rested on its laurels. With seven schools in California together ranking as the top public school system for low-income elementary students, Rocketship had proof that its blended-learning model--combining online learning with face-to-face instruction--works. But next year, Rocketship leaders will fix a disconnect they see between what happens in the online learning lab and the classroom, to give teachers more control over the students' digital learning and further individualize the teaching. Instead of reporting to a separate computer lab, fourth- and fifth-graders will move within an open, flexible classroom between digital learning and in-person instruction, with those moves based on their individual needs and the roles that specific teachers are best suited to play--similar to the Opportunity Culture Time-Technology Swap-Flex model and the Role Specialization model. This case study looks at what Rocketship has done so far to achieve its top results, and where it's headed. In 2011-12, 82 percent of Rocketship's students scored &quot;proficient&quot; or &quot;advanced&quot; on the California Standards Test for math, compared with 87 percent of students in California's high-income districts, and far higher than in low-income schools. Rocketship schools aim for an average of 1.5 years of student learning growth annually to achieve these outcomes with so many students who start out behind. [Jiye Grace Han, Bryan C. Hassel, and Emily Ayscue Hassel contributed to this case study.]
Seizing Opportunity at the Top II: State Policies to Reach Every Student with Excellent Teaching. Policymakers' Checklist
Author: Dean, Stephanie
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Teacher Effectiveness,Equal Education,Teacher Competencies,School Districts,State Policy,Educational Opportunities,Educational Methods,Educational Finance,Accountability,Teacher Evaluation,Budgeting,Governance,Educational Practices,Educational Technology,Academic Achievement,Technology Uses in Education,Teacher Salaries,Student Evaluation,Teacher Persistence,Rewards,State Aid,Resource Allocation,Check Lists

Research continues to confirm that without consistently excellent teaching, most students who start behind stay behind, and too few middling and advanced students leap ahead. Even hardworking, solid teachers who achieve one year of learning progress leave achievement gaps intact. When schools create an opportunity culture for teachers and students, they allow excellent teachers to extend their reach for more pay, within budget, and create new roles and in-school time for all teachers to learn on the job from the best, contribute to excellence immediately, improve their teaching skills, and pursue career advancement. Once policymakers commit to reaching every student with excellent teaching consistently, they can focus on the policies needed to enable an opportunity culture statewide. This checklist details the policies that states and districts need to implement to achieve these goals. (Additional support in the writing of this checklist was provided by Sharon Kebschull Barrett and Christen Holly.) [For &quot;Seizing Opportunity at the Top II: State Policies to Reach Every Student with Excellent Teaching,&quot; see ED560185.]
Charlotte, N.C.'s Project L.I.F.T.: One Teacher's View of Becoming a Paid Teacher-Leader. An Opportunity Culture Case Study
Author: Han, Jiye Grace
Date: 2013-00-00
Type: Opinion Papers
Subjects: Case Studies,Profiles,Middle School Teachers,Teacher Leadership,Mathematics Teachers,Educational Change,Change Strategies,Interviews,Facilitators (Individuals),Performance Factors,Barriers,Models,Educational Methods,Educational Planning,Employment Interviews,Instructional Innovation,Occupational Information,Teacher Attitudes

Romain Bertrand is a middle school math teacher and Opportunity Culture enthusiast. As the 2012-13 school year wound down, he was already thoroughly looking forward to the next--when he will become a multi-classroom leader at Ranson IB Middle School, taking accountability for the learning results of 700 students. At Ranson, a Project L.I.F.T. school in Charlotte, N.C., Bertrand sees the opportunities of its new Opportunity Culture--to extend the reach of excellent teachers to more students, for more pay, and develop other teachers--giving him and others exactly the sort of recognition and respect he says teachers now sorely lack. Bertrand grew up in Avignon, in the south of France, the son of teachers who both went on to become principals. After teaching middle school math in France for five years, he came to the U.S. through the Chapel Hill, N.C.-based VIF International Education, which placed him in Charlotte, teaching seventh- and eighth-grade math for five years. Bertrand began working with Teach Charlotte, a six-week summer teaching academy, where he coached teachers, which prepared him for his current job at Ranson IB Middle School as a facilitator. That led to his role on the school design team at Ranson, tasked with redesigning the school to implement an Opportunity Culture in the 2013-14 year. This article presents an interview with Romain Bertrand.
Redesigning Schools: To Reach Every Student with Excellent Teachers. Financial Planning for Secondary-Level Time-Technology Swap + Multi-Classroom Leadership
Author: Public Impact
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Secondary School Teachers,Middle School Teachers,High Schools,Teacher Salaries,Teacher Competencies,Teacher Effectiveness,Models,Educational Methods,Learning Laboratories,Technology Uses in Education,Educational Technology,Teacher Role,Time Management,Teacher Leadership,Teamwork,Educational Finance,Computation,Costs,Cost Effectiveness,Resource Allocation,Vignettes

This brief shows how middle and high school teachers in a Time-Technology Swap school model, with or without Multi-Classroom Leaders, may earn more while reaching more students, sustainably. In this model, students alternate between learning with teachers and working in a digital learning lab, where they learn online and engage in offline skill practice, homework, and project work. This frees the time of teachers to teach more students, plan, and collaborate with their peers in teaching teams. Teaching teams may also have Multi-Classroom Leaders, excellent teachers who are accountable for the outcomes of all the team's students in a subject and for team members' job-embedded development. Calculations are shown of when students learn online every other day in core subjects, spending a maximum average of two hours daily in a digital learning lab. In this model, core teachers reach 50 percent more students. Students are 50 percent more likely to have excellent teachers in all four core subjects (math, English language arts, science, and social studies subjects), and far less likely to have ineffective teachers. Teachers extending their reach gain an average of five to 15 new, additional periods weekly of non-teaching time to plan instruction collaboratively with peers, review student work, and learn on the job. Teachers may use some of these periods to pull small groups out of the lab for targeted instruction. By teaching more students and achieving excellence in teams, teachers can earn more from existing per-pupil funding, even after costs of technology and new paraprofessional support. Calculations of savings and costs from this model show how secondary schools could increase teacher pay between 20 and 26 percent, and Multi-Classroom Leader pay by up to 67 percent, without increasing class sizes and within available budgets. Schools may choose to pay all teachers more, within budget, while still paying those who extend their reach even more.