Audience: Elementary educators

At Sousa Elementary School in Mesa, Arizona, an educator team consisting of one lead teacher, three certified teachers, one special educator and three MLFTC residents supports a multi-age group of

At Stevenson Elementary School, 75 third graders work with a core team of educators that includes a lead teacher, certified teachers and MLFTC residents. In this resource, you’ll see the layout of their learning space.

At Whittier, approximately 170 students in grades 4–6 will be part of multi-age learning communities called “houses.” Each house includes about 85 students and is guided by an educator team. In this resource, you’ll see the layout of their learning space.

In this Google Sheet, you’ll be able to describe your strategy, input the costs, make intentional shifts and see your choices summarized on a dashboard.

In this document, you’ll read about how two school leaders and one district-level leader make strategic shifts in funding and time to cover the costs of their new staffing models.

Leaders designing and supporting Next Education Workforce team-based models can use a “Do Now, Build Toward” mindset to make high-impact investments now that build toward a more diverse educator workforce, deeper and personalized learning and greater retention of educators.

This resource, created in collaboration with MLFTC’s Principled Innovation Team, proposes a quarterly, one-hour protocol intended to help teams reflect together and build the “muscles” of empathy, awareness and resiliency. The protocol guides the team through sharing quarterly wins, reflecting on an intentional set of questions, debriefing and identifying next steps.

Design principles are four to seven ideas that align with the school’s mission and vision and act as a guiding light for the school-level team implementing change. This tool suggests steps a team might take to prepare for a design session on co-creating design principles, offers a protocol for facilitating the session and proposes next steps for taking design principles from draft form to final state.

Elementary instructional blueprints suggest ways teams of educators with distributed expertise might deploy themselves to better deepen and personalize student learning.

Elementary instructional blueprints suggest ways teams of educators with distributed expertise might deploy themselves to better deepen and personalize student learning.

Elementary instructional blueprints suggest ways teams of educators with distributed expertise might deploy themselves to better deepen and personalize student learning.

Elementary instructional blueprints suggest ways teams of educators with distributed expertise might deploy themselves to better deepen and personalize student learning.

This white paper describes how a new teacher-preparation residency program piloted by Arizona State University’s Mary Lou Fulton Teachers College with two Arizona school districts addressed the workforce design problem at the heart of the teacher shortage.

This collection of implementation briefs is a companion piece to Teacher Preparation and the Next Education Workforce (Thompson et al., 2020) and goes deeper into several facets of the initial team-based models with teacher candidates, including: role descriptions, readiness conditions for district partners, financial models, and implications for teacher preparation.

In this resource, you’ll find several recommendations for how all-remote teams might deploy their educators to best meet the needs of students.

Thinking differently about MLFTC teacher candidate roles in the online learning environment can provide better support to teachers and students. In the resource below, you’ll find descriptions of roles appropriate

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

Elementary instructional blueprints suggest ways teams of educators with distributed expertise might deploy themselves to better deepen and personalize student learning.

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