Publications

Report · October 2015

Teaching is the number one in-school factor affecting student outcomes. And a central part of the strategy for improving teaching involves better teacher preparation. With this report, we present our own contribution to that effort: we highlight essential elements and best practices for a new, different, and we believe better, teacher preparation program.

Memo · July 2015

A description of areas of autonomy, assembled while consulting literature and visiting schools during the writing of the book Trusting Teachers with School Success. And, examples of how schools have used those autonomies.

Web Resource · January 2015

A detailed step-by-step guide for teachers interested in creating a new teacher-powered school or converting their current school.

Web Resource · January 2015

All known teacher-powered (i.e. teacher-led) schools, both in list form and plotted as pins on a map. A resource of the Teacher-Powered Schools Initiative.

Book · October 2012

Lately, our nation’s strategy for improving our schools is mostly limited to “getting tough” with teachers. Blaming teachers for poor outcomes, we spend almost all of our energy trying to control teachers’ behavior and school operations. But what if all of this is exactly the opposite of what is needed? What if trusting teachers, and not controlling them, is the key to school success?

Web Resource · June 2011

This timeline traces the evolution of schools with teacher autonomy, since the 1980s. It documents the critical roles school districts, unions, and chartering laws have had since then, in developing teacher autonomy and greater professional roles for teachers.

Book · February 2011

Ron Wolk, founder of Education Week, draws on his three decades in school reform to make the case for a "new schools" strategy, focused on individualized instruction instead of an assembly line approach to learning.

Report · October 2010

A case study of Avalon School and several other teacher-led schools in the Midwest. These schools use resources differently than traditional district schools, use a different praxis of teaching, and divide authority and responsibility differently—including assigning responsibility for learning to the students.

Article · July 2010

Carrie Bakken, member of a teacher professional partnership (TPP) that runs Avalon High School in Saint Paul, Minnesota, met with Duncan to describe how the TPP arrangement improves school conditions for teachers and students. She argued that when teachers are put in charge, very different types of schools emerge, and today’s issues around tenure, compensation, and teacher evaluation are resolved.

Video · July 2009

Watch teachers describe what it's like to work in schools designed and run by teachers—that is, teacher-powered schools.

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