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hybrid roles

Barnett Berry

February 20, 2017

Bold teacher leadership for equity and excellence in public education: Lessons for administrators

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Recently, there has been a lot of education policy talk about teacher leadership. More action has also been taking place—both in the form of fellowships with nonprofits and via more traditional career ladders in districts in cities like Washington, D.C., Denver, and Charlotte. However, in many cases, the concept of teacher leadership continues to be narrowly defined, and often by anyone but teachers themselves.

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Lori Nazareno

February 10, 2017

Collaboration, not competition: Charter and district teacher-powered schools share a common purpose

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Teacher-Powered Schools Roundtable: TPSI Ambassadors Carrie Bakken and Julene Oxton share powerful lessons about their shared purpose and reflect on the 2017 Teacher-Powered Schools National Conference.

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Kristoffer Kohl

February 3, 2017

We know what to do about teacher shortages

5 comments

A new Learning Policy Institute Report tells us what we knew along. In a piece authored for Education Week's 'On California' blog, I write how supporting teachers and making their jobs decent will solve both the teacher shortage and teacher quality problems.

Education Week: We know what to do about teacher shortages

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Jessica Cuthbertson

March 23, 2016

Deeper Learning For All

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For too many teachers, deeper learning only happens on our own and outside of our schools. During the summers, on weekends, or after the final bell rings, we sign on to virtual learning communities of practice to engage with powerful networks of teachers thirsty for deeper learning. This is one of many reasons why the recently released report “Teacher Leadership and Deeper Learning” by Barnett Berry is so important.

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Adam Tilove

February 25, 2016

An open letter to school administrators

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School administrators have a choice in how they see and treat teachers—and that choice profoundly affects how schools operate. If we see teachers as “those that can’t do,” then administrators will remain overwhelmed with responsibilities and teachers will continue to feel underutilized and under appreciated. But if we see teachers as highly intelligent, caring, committed professionals, our responsibilities can shift to inspiring, empowering, and assisting teachers as they “do” the critical work of helping to lead their schools. 

 

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