Beyond Classroom Walls: Developing Innovative Work Roles for Teachers

Autor/inn/en	Kowal, Julie; Brinson, Dana
Institution	Center for American Progress
Titel	Beyond Classroom Walls: Developing Innovative Work Roles for Teachers
Quelle	(2011), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Teaching (Occupation); Leadership Role; Case Studies; Personnel Management; Staff Utilization; Teacher Leadership; Professional Development; Teacher Empowerment; Profiles; Innovation; Public Schools; Charter Schools; Teacher Role; Models; Scheduling; Improvement Programs; Teacher Improvement; Change Strategies; California; Virginia + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching; Lehrberuf; Case study; Fallstudie; Case Study; Personalmanagement; Deployment of labor; Deployment of labour; Personaleinsatz; Lehrerfunktionsstelle; Charakterisierung; Profilanalyse; Public school; Öffentliche Schule; Charter school; Charter-Schule; Lehrerrolle; Analogiemodell; Disposition; Effizienzsteigerung; Lösungsstrategie; Kalifornien
Abstract	The teaching profession has long been structured around full-time classroom responsibilities that are defined by the location, timing, and schedule of the school day and a ubiquitous one-teacher-per-classroom model. In most districts, the only option for highly successful teachers to advance in the profession or serve more students is to leave the classroom to serve as an assistant principal, principal, or district administrator. Exceptions to this traditional approach exist in many schools and districts across the country. According to a 2009 national survey, more than half of teachers (56 percent) and nearly half of principals (49 percent) report that at least some teachers in their school combine part-time classroom teaching with other roles or responsibilities in their school or district. But evidence does not suggest these nontraditional roles are particularly innovative, focused on enhancing teacher quality, or designed to extend the reach of the best teachers to more students. Across the country, interest is increasing in alternative approaches to school staffing that provide more flexible work roles and advancement opportunities for highly effective teachers--both as a means to recognize and retain teachers in hard-to-staff schools, and to allow the best teachers to have a positive impact on larger numbers of students. With this growing interest, the field needs to learn what it can from early adopters of role-shifting reforms. This paper profiles two organizations--a small charter management organization based in California and a large school district in Virginia--that have recently pursued staffing innovations designed with these goals in mind. While they have taken very different approaches, both study sites offer examples of the types of roles that other districts, schools, and charter organizations can pursue to open up and professionalize teachers' work, while revealing several critical limitations related to design and implementation that the next generation of innovators should heed. (Contains 4 figures and 25 endnotes.) (ERIC).
Anmerkungen	Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10