Resource Type: Essentials

How can collective bargaining promote strategic school staffing? In this extended cut, Rob Weil of the American Federation of Teachers joins Brent Maddin of the Next Education Workforce™ to discuss this and other issues educators face in the one teacher, one classroom model.

Space matters, but not having the money to invest in learning space design shouldn’t stop you from launching team-based models. This continuum is a tool to support decision-making for a phased approach for transforming learning spaces. We believe there is a continuum on which each team-based learning environment sits. Where it sits is usually a function of the level of investment the school or school system can make in shifting learning spaces in ways that have a positive impact on educators and students.

Dive deeper into each of the big ideas highlighted in the Elements of the Next Education Workforce. Each brief asks three questions:

• “What does this element look like in action?”
• “What evidence do we have that this element is associated with positive outcomes?”
• “How might this element be a catalyst for educational equity?”

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.

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.

Dive deeper into one of the big ideas highlighted in the Elements of the Next Education Workforce: specializations and advancement pathways. This brief asks three questions: “What does this element

In an effort to help teams, schools or districts self-assess their readiness to embark on this sort of work, we created this document to capture a common set of conditions

There is no one-size-fits-all Next Education Workforce model. The diverse contexts, assets and needs of each school inform the design and implementation of each model. However, all Next Education Workforce models share several common elements. This document describes the Elements of the Next Education Workforce found across dozens of schools that have launched successful team-based models.

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

Dive deeper into one of the big ideas highlighted in the Elements of the Next Education Workforce: teams of educators with distributed expertise. This brief asks three questions: “What does

Dive deeper into one of the big ideas highlighted in the Elements of the Next Education Workforce: deeper and personalized learning. This brief asks three questions: “What does this element

Brent Maddin talks with Dr. Nicole Thompson, Division Director of Teacher Preparation at Mary Lou Fulton Teachers College, about equity, paid teacher candidate residency models, and Principled Innovation.

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.

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.