Audience: Elementary educators
SPARK School: COVID addendum
At SPARK School at Kyrene de las Manitas, students in multi-aged grade bands (3rd through 5th grades) work with a core team of six educators: one teacher executive designer, two certified teachers and three teacher candidates. In this resource, you’ll find out how the team at SPARK School has adapted their instructional model as a result of the COVID-19 pandemic while still prioritizing deeper and personalized learning for the students they serve.
Stevenson Elementary: Spotlight on the schedule
Stevenson Elementary School is a Title I school located in Mesa, Arizona that takes a dynamic approach to serving about 700 students in preschool through 6th grade. The school’s Next Education Workforce model wraps teams of educators around students in grades K-6 with the goal of providing deeper and personalized learning. In this resource, you’ll explore their schedule.
Stevenson Elementary: School profile
Stevenson Elementary School is a Title I school located in Mesa, Arizona that takes a dynamic approach to serving about 700 students in preschool through 6th grade. The school’s Next Education Workforce model wraps teams of educators around students in grades K-6 with the goal of providing deeper and personalized learning. In this resource, you’ll find out how they’re implementing a Next Education Workforce model.
Learning tools for community educators
Community educators provide capacity and insight in service of deepening and personalizing student learning. They enrich learning environments by forging authentic relationships, sharing expertise and expanding networks. They work in schools, community-based organizations and anywhere that learning happens. MLFTC has built just-in-time online courses intended to support community educators in their roles. Explore this slide deck to learn more.
Building schedules for remote community educators in 5 steps
As schools build teams of educators with distributed expertise, and especially as they increase the number of community educators on their teams, scheduling becomes an increasingly complex task. Here, you’ll find five actionable steps for building schedules for remote community educators that are responsive to student and team needs and maximize community educators’ skills and talents.
Six tips for facilitating remote team meetings
Educator teams meet for many reasons, and many of those meetings have moved online. The tips in this document are intended to help educator teams ensure meetings contribute positively to
Team routines and procedures
As we begin to adopt Next Education Workforce models, we inevitably find that some of the routines and procedures that worked in a one-teacher, one-classroom setting need to be adjusted. In this resource, you’ll find a list of some of the routines and procedures our partners redesigned as they’ve worked to implement Next Education Workforce models.
Teams and Distributed Expertise
Principal of Stevenson Elementary School Krista Adams shares how taking a teaming approach counters loneliness, empowers educators, and results in a better experience for both educators and students.
Hiring for Next Education Workforce models
Copper Trails principal Stacy E. Ellis shares how her criteria for hiring new educators changed as a result of teams adopting a Next Education Workforce model.
The shifting role of the principal in Next Education Workforce schools
Copper Trails principal Stacy E. Ellis explains how her role as a school administrator has shifted to becoming more of an instructional leader as her teams have adopted Next Education
One lead teacher’s approach to scheduling co-planning time
Mountain View School kindergarten lead teacher Danielle Ashenbrener shares how her team, which includes MLFTC teacher candidates, built common planning times into their schedule and describes how they use this
The benefits of teaming for students & educators
Mountain View School kindergarten lead teacher Danielle Ashenbrener describes why Next Education Workforce models are great for both students and educators.
The impact of teaming on the role of the school leader
Krista Adams talks about how her role as principal of Stevenson Elementary School has shifted as her school has adopted a Next Education Workforce model.
Benefits of teaming: Educator retention, educator leadership opportunities, & student learning
Justin Wing, Assistant Superintendent of Human Resources at Mesa Public Schools, shares three benefits of Next Education Workforce models — educator retention, educator leadership opportunities, and student learning.
Two recommendations for adopting a Next Education Workforce model
Justin Wing, Assistant Superintendent of Human Resources at Mesa Public Schools, shares two recommendations for those considering adopting Next Education Workforce models: changing your mindset and starting slowly.
Building and Maintaining Healthy Teams: Team Culture and Self-Improving Teams
Clinical Assistant Professor and Senior Program Strategist Will Butler shares recommendations for creating healthy, stable and sustainable teams.
Teaming challenges: Working together & managing conflict
In this clip, Clinical Assistant Professor and Senior Program Strategist Kelly Owen shares what she sees as the biggest challenge for educators interested in adopting a team-based model and makes recommendations for how teams might overcome that challenge.
Advice for educators interested in adopting a team-based approach
Clinical Assistant Professor and Senior Program Strategist Kelly Owen shares two pieces of advice for educators interested in adopting a team-based approach.
The value of distributed expertise
Professional Pathways Site Lead Valerie Roderick describes how educators can learn and grow from being members of teams that distribute their expertise. She also makes the connection between teaming and the issue of educator burnout: we can’t expect educators to be all things to all people at all times, and distributing expertise helps to make educators’ jobs manageable.
Principled Innovation®
Principled Innovation® is our ability to be able to ask the question, “We can, but should we?” In this clip, MLFTC Dean Carole Basile describes the connection between Principled Innovation and Next Education Workforce models.