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.
This analysis of trends across portfolio districts shows where cities are making progress on strategy implementation and where they are getting bogged down.
This is the third in our series of “Notes From the Field” on personalized learning. Over the course of this project we’ve heard a lot from schools about what personalized learning (PL) means for teachers and classrooms, but less about what it means for principals—and that is worrisome.
On the surface, the current dispute about Title I comparability (the requirement that schools within a district must receive comparable resources from state and local sources for education of disadvantaged children before federal funds are added on) is all about money.
Teachers have been at the center of most states’ talent discussions to date. Although principals play a critical role in virtually all school-improvement reform efforts, most states lack a coherent school leadership strategy.
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