In this video Ted Kolderie describes how giving teachers control over the learning program and management of schools can improve motivation, spur innovation, and increase performance by both teachers and students.
In this blog post for LearnMoreMN Education|Evolving
founding partner Joe Graba describes this country’s decades-long effort at improving schools. While well intentioned, he says, there is a problem at a more root level preventing serious improvement.
Kauffman Labs for Enterprise Creation is seeking founders of high-growth, scalable education enterprises; entrepreneurs ready to startup – passionate, disruptive, driven leaders eager to change the world of education.
Two professionals from the School of One sat down recently for a discussion with Education Innovating, about their experiences starting and working in an entirely new learning environment, merging newly-created software with unorthodox learning model and classroom design.
The School of One is a new and growing school in New York City that merges direct instruction, group work, and individual computer-based learning—at the same time, in the same open classroom—to greatly improve the amount of learning that takes place during a school day.
People sometimes assume that teachers want to run away from accountability. In reality, they just don’t want to be accountable for what they cannot control. In fact, research argues that there is a demand for accountability.
In this video Roxane Mayeur, co-lead teacher at Community High School in Milwaukee, describes the advantages of working in a school run by a teachers. Community High School is served by a professional practice of teachers operating informally as cooperative.
Unions have been active in starting new, teacher-run schools in city-level innovation zones. The Boston Teachers Union started ‘The BTU School’ in 2009, and responding to a district call for proposals the Denver Classroom Teachers Association (DCTA) opened the Math and Science Leadership Academy in 2009.
After years of having been unable to secure professional status and economic security through negotiation or legislation, there is an opportunity for teachers to leverage the pressure for ‘accountability’ in a way that will help win them professional status for their members. In Milwaukee union teachers are taking responsibility for student and school success in exchange for control over what matters for improving performance.
