Audience: School and systems leaders

At Mountain View High School, each core team of educators collectively supports 90–120 students. Core teams are composed of three to four educators, each of whom specializes in one or two content areas.

All 9th-grade teachers at Mountain View High School, located in Mesa, Ariz., are members of educator teams. Each core team of educators serves 90–120 students and includes three to four content area specialists. Explore how they organize their time with students.

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.

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. 

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.

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

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.

Justin Wing, Assistant Superintendent of Human Resources at Mesa Public Schools, shares three benefits of Next Education Workforce models — educator retention, educator leadership opportunities, and student learning.

Justin Wing, Assistant Superintendent of Human Resources at Mesa Public Schools, shares two recommendations for those considering adopting Next Education Workforce models: changing your mindset and starting slowly.

Professional Pathways Site Lead Valerie Roderick describes how educators can learn and grow from being members of teams that distribute their expertise. She also makes the connection between teaming and the issue of educator burnout: we can’t expect educators to be all things to all people at all times, and distributing expertise helps to make educators’ jobs manageable.

Principled Innovation® is our ability to be able to ask the question, “We can, but should we?” In this clip, MLFTC Dean Carole Basile describes the connection between Principled Innovation and Next Education Workforce models.

Justin Wing, Assistant Superintendent of Human Resources at Mesa Public Schools, shares two pieces of budgetary advice for districts considering moving to Next Education Workforce models.