Audience: Secondary educators

Host Brent Maddin shares how MLFTC is working with schools and other partners to 1) provide all students with deeper and personalized learning by building teams of educators with distributed expertise and 2) empower educators by developing new opportunities for role-based specialization and advancement.

Brent Maddin talks with Ron Beghetto, Professor and Pinnacle West Presidential Chair at ASU’s Mary Lou Fulton Teachers College, about creativity, beautiful risks, and how we can improve education for all learners.

Riverview High School serves 90-120 students in grades 7 through 12. Many of these students have left their assigned district schools due to disciplinary reasons or are transitioning out of

Riverview High School serves 90-120 students in grades 7 through 12. Many of these students have left their assigned district schools due to disciplinary reasons or are transitioning out of

Spark Institute serves about 250 7th and 8th graders at ASU Preparatory Academy–Polytechnic. The educator team includes 10 certified teachers: three core content area teachers for 7th grade, three core

Spark Institute serves about 250 7th and 8th graders at ASU Preparatory Academy–Polytechnic. The educator team includes 10 certified teachers: three core content area teachers for 7th grade, three core

Westwood High School addressed unmet needs by partnering with MLFTC to deploy teacher candidates in new ways. In this document, you’ll get an overview of MLFTC’s approach to teacher candidate

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.

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.

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

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.

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.

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.

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

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

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.

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.

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.

Clinical Assistant Professor and Senior Program Strategist Will Butler shares recommendations for creating healthy, stable and sustainable teams.

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.