Format: Video

Learn how MLFTC works 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.

How the Next Education Workforce initiative at Arizona State University’s Mary Lou Fulton Teachers College works with schools and other partners.

The Living Library brought more than 35 community educators — from stay-at-home parents to investment bankers — to connect with high school students struggling to see the importance of learning math.

Hear from Stevenson Elementary School students about the school’s approach to student-centered learning, including student voice and choice in learning paths.

Hear from Stevenson Elementary School principal Krista Adams about educator teams’ dynamic approach to supporting students.

Mountain View School kindergarten lead teacher Danielle Ashenbrener describes how a team-based approach has helped her to get to know her students better and to target student learning to meet individual students’ needs.

hat’s normal in education is broken. Nationally, teacher preparation programs have long seen declining enrollment. Teachers switch careers or retire early. They receive less pay and enjoy less social status than many other professionals. The job is hard in specific ways that inhibit success. That’s not good for educators. It’s not good for learners. And it’s not good for communities. In collaboration with school and community partners, Arizona State University’s Mary Lou Fulton Teachers College is working to change that. 

Principled Innovation emboldens us to be able to ask the question, “We can, but should we?” This video, created by MLFTC’s Principled Innovation Team, introduces Next Education Workforce models and explores how their development is an example of principled innovation.

Hear from MLFTC Dean Carole Basile about the relationship between deeper and personalized learning and teams of educators with distributed expertise.

Here, educators share how SPARK School leverages teams of educators with distributed expertise in combination with an innovative learning space in order to deepen and personalize student learning.

Hear from MLFTC Dean Carole Basile about why Next Education Workforce models are critically important, especially today.

This clip features four educators from SPARK School. In it, they describe the impact of teaming with distributed expertise on both educators and students.

Several times a week, for a 20-minute period, SPARK students engage in Student-Selected Mindfulness Time. In this clip, a fourth-grade SPARK student and an MLFTC teacher candidate describe the activities students engage in and how they make their choices.

As part of their preparation for a mock trial, students at SPARK School prepared interview questions for a community member who is an attorney. Hear from a teacher candidate about

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

Mountain View School kindergarten lead teacher Danielle Ashenbrener describes why Next Education Workforce models are great for both students and educators.

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.