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Teacher Workforce Innovation

At CRPE, we study how the teacher workforce can evolve to meet students’ changing needs and create more sustainable roles for educators. Our research explores new staffing models, including ASU’s Next Education Workforce™, that reimagine how adults collaborate in schools—shifting away from the one-teacher, one-classroom model toward team-based approaches that expand instructional capacity and support. We examine how these innovations can improve teacher retention, elevate the profession, and ensure that students have access to diverse expertise. By analyzing emerging models and their impact, we aim to understand how the education workforce can be redesigned to better serve both students and educators.

  • Blogs    
  • The Lens    

Remaking Ed Schools from the Ground Up

Carole Basile, Robin Lake

One of us (Carole) was recently asked what a world without colleges of education would look like. Carole’s response: “I’m not sure the world would miss us.” And she spoke as the dean of one of the largest colleges of education in the country. 

  • Research Reports    

Team-Based Staffing, Teacher Authority, and Teacher Turnover

Richard Ingersoll, Lennon Audrain, Mary Laski

As schools across the nation struggle with teacher shortages, a new study from Richard Ingersoll, Lennon Audrain, and Mary Laski points to a promising solution: redesigning the structure of classrooms and the role of teachers.

  • Briefs    
  • Research Reports    

How Team-Based Staffing Models Relate to Teacher Decision-Making Influence and Turnover

Lennon Audrain, Richard Ingersoll, Mary Laski

Introduction Key Findings Data and Methods Implementation of the Next Education Workforce Elements Teacher Decision-Making Influence Relationship between Team Membership and Decision-Making Influence with Teacher Turnover Conclusion Introduction For over a century, the “egg-crate model of schooling,” which isolates each teacher in an individual classroom, has shaped the teaching profession.

  • The Lens    

Retooling Educator Preparation for the Future of Learning

Lennon Audrain, Carole Basile

The United States faces a serious workforce challenge—not just in raw numbers, but in how we prepare and support talent across sectors.

  • Research Reports    

AI Is Evolving, but Teacher Prep Is Lagging: A First Look at Teacher Preparation Program Responses to AI

Steven Weiner, Robin Lake, Jessica Rosner

AI has transformed the education landscape, but are teacher preparation programs keeping pace? In CRPE’s latest report, we surveyed leaders from schools of education to understand how their faculty and preservice teachers are engaging with AI, their views on its long-term impact, and how institutions are embedding AI into their curricula.

  • The Lens    

Breaking the “Egg-Crate” Model of Schooling

Mary Laski, Chris Torres

This article was originally published by ASCD.  Team-teaching models provide a built-in support system for new educators, making the job less isolating.

  • Research Reports    

Early Evidence of Improved Educator Outcomes in Next Education Workforce™ Models

Mary Laski

Concerns about the teacher workforce are rising, with fewer teachers recommending the profession and decreasing interest among students. In response, school systems are redesigning teacher roles to make the job more appealing and sustainable.

  • Research Reports    

“So Hard, but So Rewarding:” How School System Leaders Are Scaling Up Strategic School Staffing Models

Lisa Chu, Lydia Rainey, Steven Weiner

Innovative staffing models are promising, but challenging to scale up. What does the work of leading strategic staffing involve, and what could make scaling up easier? 

  • The Lens    

Interconnected Problems, Interconnected Strategies: Using “Strategy Braiding” to Address Teacher Workforce Challenges

Lisa Chu, Lydia Rainey, Steven Weiner

This blog is part of a three-part series on school systems that have been implementing workforce innovations or strategic staffing solutions for several years.

  • The Lens    

Teachers Alone Can’t Address the Literacy Crisis

Ashley Jochim

This commentary was originally published by EdSource.  Improving literacy instruction is once again in fashion among America’s policy circles. Between 2019 and 2022, state legislatures passed more than 200 bills that sought to push and pull public schools to embrace the “science of reading.” But one year into closely following a big city school district’s effort to remake literacy instruction as part of a project with the Center on Reinventing Public Education, I can’t help but think these well-intended legislative efforts ignore the larger problem: teachers working alone in their classrooms are ill-positioned on their own to provide the support children most need to learn to read.

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