Why teacher-powered schools are picking up momentum

The teacher-powered model isn’t new, but it’s definitely picking up momentum. More than 80 public teacher-powered schools currently operate in at least 15 states, and the first Teacher-Powered Schools National Conference in Minneapolis was attended by more than 200 teacher leaders and administrators from across the country.

In teacher-powered schools, students are at the center of every decision. Teachers secure autonomy to make the big choices about a wide array of factors, such as the learning program, school-community partnerships, and budgeting. In many such schools, teachers evaluate their colleagues with peer review processes, as is so often the case in other professions. While a number of teacher-powered schools do have principals, these administrators share decision-making with teachers—and view themselves as servant leaders.

It’s an extraordinarily sensible way to organize teaching and learning.

And it results in innovative methods for meeting student and community needs. For example, at Social Justice Humanitas Academy, a Los Angeles pilot school, every student has a personalized education plan and teachers are prepared to assess their developmental assets. At the nearby UCLA Community School, teachers and university researchers have co-created assessment processes and tools that—unlike the standardized tests of the No Child Left Behind era—take students’ cultural backgrounds into account.

Students at these schools are keen observers of their teachers’ leadership. Jonas Bromster is a junior at Avalon School in St. Paul, Minnesota, where students take part in school governance. Jonas described, “It’s helpful to see how the teachers lead, cause that kinda improves how we can lead….We try and base our structure off that of the teachers.”

Picking up momentum

The teacher-powered model isn’t new, but it’s definitely picking up momentum. More than 80 public teacher-powered schools currently operate in at least 15 states, serving students of all grade levels in urban, suburban, and rural environments. They include both district and charter schools. A growing number have been launched and supported by teacher unions that are beginning to take on the role of professional guilds.

A few weeks ago, more than 200 teacher leaders and administrators from across the country gathered in Minneapolis to strategize about advancing teacher-powered schools. At the conference, organized by the Center for Teaching Quality and Education Evolving, I met teachers like Ashley Capps and Nick Kaczmarek of Pittsburgh (PA), who heard about our conference on Twitter and came to Minneapolis (on their own dime) to learn about teacher-powered schools. As Nick put it, “Teachers can be creators… We really care. And we can design incredible opportunities for kids to learn anything.  I think that is something that has been lost in our country and our climate—that teachers are intellectuals.”

I listened in as Saul Straussman (also of Pittsburgh) schemed with Carrie Bakken (a teacher at Avalon School, which was an early pioneer of the model) in a design thinking session. Their task: generate strategies to engage more teachers and administrators in Saul’s district in the power and possibilities of teacher-powered schools.

What’s so attractive to teachers like Ashley, Nick, and Saul? Evidence is mounting that teacher-powered schools can fuel deeper learning for all students, helping them learn rich academic content, refine critical thinking and problem solving skills, and develop empathy and respect for one another. Teachers in teacher-powered schools often redefine what student success looks like. They explore holistic measures of student achievement beyond high-stakes testing, including development of in-depth portfolios and comprehensive exams.

Emerging trends supporting teacher-powered schools

At the conference, I shared observations about five emerging trends that will allow teacher-powered schools to spread—and quickly—:

  1. Teacher networking. New estimates from the Bill & Melinda Gates Foundation suggest that at least one in six teachers are in teacher networks outside of their school, breaking out of the school structures that have siloed them from one another and tamped down their opportunities to lead in bold ways. It’s now easier than ever for teachers to identify others interested in launching their own schools.
  2. Powerful evidence. New research reveals not only the positive effects of teacher collaboration on student achievement, but also the specific factors that contribute most to teachers’ professional growth and leadership. For example, teachers improve most, and use what they learn, when they have colleagues with pedagogical credibility and experience to help them take instructional risks and engage in peer review of each other’s practices. Teacher-powered schools afford just such opportunities.
  3. The failings of current reforms. The last fifteen years of high stakes accountability reforms have not yielded the measurable achievement gains promised. Both No Child Left Behind and Race to the Top have focused far more on fixing teachers than on unleashing their potential. Now some of most ardent supporters of “fix the teacher” reforms are calling for teachers to lead.
  4. Parents want teachers to lead. Polling data reveal that the vast majority of parents have trust and confidence in teachers, and while they want more school choices, they are most interested in teachers leading. A 2014 national survey found that 85 percent of the American public stated teacher-powered schools were a “good idea.”
  5. Top-performing nations invest in teacher leaders. Worldwide educators, policy makers, and business leaders are becoming more aware of the policies and practices of countries with high student achievement results. They are learning that top-performing nations like Finland and Singapore have invested deeply in teacher-led professional development. In both nations, policy leaders deeply trust teachers to lead, much as our colleague Kim Farris-Berg has described in her book  Trusting Teachers with School Success.

The possibilities give me hope—as do the growing numbers of teachers engaging with the free resources and virtual community available via our Teacher-Powered Schools Initiative.

Ronnda Cargile of Hughes STEM High School (Cincinnati, Ohio) said it best at the close of the first-ever Teacher-Powered Schools National Conference:

“The excitement has been overwhelming. Teachers are thirsty. Administrators are thirsty. Parents are thirsty. And so it’s been absolutely energizing to be around a group of people that are interested in taking back strategies and tools to increase student learning and to change the game of education.”

  • Miriam Witmer

    Teacher-Powered Schools

    You have my attention. Now I need to know more.

    • LoriNazareno

      Information and Resources


      There are tons of free resources available for you (and your team) to learn more. Check out http://www.teacherpowered.org where you can find a inventory of the 80+ schools that are identified as teacher-powered, the Steps to Creating a Teacher-Powered Schools resoruce guide, and a set of discussion starters that teams can use to begin working towards shifting structures in a school. Also, feel free to join our Twitter chat Dec. 2 at 7:30 ET at #teacherpowered to learn more.

      I hope this helps!   Lori Nazareno, NBCT

    • Mary bloomer


      I enjoyed reading this blog. It opened my eyes to the benefits of having teachers lead in the schools. I will strive to do this. 

  • Carolyn Holcomb

    Teacher Powered Schools

    This is the first I have heard of teacher powered schools.  I love the thought of one of my colleages rating my performance over an administrator who has not been in a classroom in over 30 years.  I also would love to be part of a wholistic approach to teaching and learning instead of everything being based upon standardized testing.

    • akrafel

      Where are you in the country? Any like minded souls around you?

      All teacher powered schools start with a few people with the passion and drive to create something new where they are with what they have.  Reach out!  You never know what you will find. My teacher powered school started with 3 teachers and about 40 kids. We now have 200 students and a staff of 20 or so. The teachers love the academic freedom they have and after 20 years we have proven that teachers really do know how to run schools. It is possible. Dream on my friend.

  • Lyelle Palmer, Ph.D.

    Teacher-Powered Schools

    Putting teachers in charge is finally placing those who know the children best in the center by providing training chosen according to need and interest from the teacher.  Teacher teams can work within and between schools in order to gather the most relevant actions in the least amount of time.  Train teachers in tools and knowledge, support teachers with relationships and resources, and recognize success by monitoring through data.  Teachers make the difference, so put them in charge with support from administrators.  Resources abound in expertise, experience and tools and the search must come from within the teachers in order to energize the class and school.  Teaching is a profession with a career ladder.  It takes ten years of on-the-job and external studies to become a master teacher.  If we want master teachers for the students then allow teachers to follow their personal paths.  

  • Chris McEnroe

    Adult Development

    Along with breaking down the walls that restricts collaboration in a traditional setting, this model supports and leverages the development that professionals cultivate over the course of a career.  The learning environment truly supports all learners. 

  • John Norman

    Teacher-powerd schools

    From 1966 to about 1980, I taught in what amounted to a teacher powered school district, in Plainview, NY. We were a small district with a national reputation for excellence. Educators from far and wide came to observe our innovative programs. We had a Superintendent and other administrators who recognized and supported the cumulative knowledge, experience and commitment of the teachers. We had a local teachers union that promoted our expertise and willingness to engage in educational policy decisions. Everyone benefitted, the students most of all.

    Teacher empowerment is essential to restore the dignity and respect that teachers have earned and deserve (by the way, those three words were the slogan of our first ever strike to win collective bargaining rights despite the law at the time which said we were to be fired if we struck). Teacher empowerment unleashes the power of our collective commitment to an endeavor which is both noble and necessary.


  • An Island on an Island

    Resource Teacher

    The comment that everything is based on what is best for the students is not what I feel at my school.  So, I do it based on the kids I have.  I feel lawsuits are first priority, money before what is right, then third is our actual flesh and blood kids.  I love the classroom and what I am doing with the kids, but don't feel empowered.  It is more like several things come first, then the kids.  I want the parents to know that I personally am not doing it this way.

  • MaureenDevlin

    Great Post That Supports TLI Work

    This is a great post that supports the work many teachers are doing now with CTQ as part of the TLI initiative. 

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    This is a great post

    This is a great post regarding teachers and stores and best for students getting Assignment Help from some institutions. 

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    New investigate reveal not merely the encouraging effects of instructor alliance on student attainment, online assignment expert but also the precise factors that add most to teachers’ practiced growth and headship.


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