Category: Research and results
Next Education Workforce teachers experience lower turnover
New research from the Center for Reinventing Public Education highlights the promise of team-based staffing models in tackling one of education’s most persistent challenges: teacher retention.
How legacy software holds schools back — and how smarter systems could move them forward
If we want to scale promising staffing models and other student-centered innovations, we can’t keep relying on software tools designed for the past. In a new report published in collaboration with Common Group and Siegel Family Endowment, we explore the need to rethink outdated administrative software.
From coast to coast: More schools implement Next Education Workforce models in 2024-25
In the 2024-25 school year, 143 schools across 17 states embraced innovative Next Education Workforce™ models, a transformative step to improve outcomes for learners and educators through team-based strategic school staffing.
Teachers want collaborative and dynamic work environments
A new report highlights Next Education Workforce models as an example of strategic staffing that’s more attractive to teachers and more effective at meeting student needs.
How strategic staffing can attract and retain effective teachers
In a recently published guide from the National Council on Teacher Quality, the Next Education Workforce™ was highlighted as one of four approaches to transforming the teaching role through strategic staffing.
Team teaching model is associated with higher job satisfaction for educators
Compared to other teachers in the same district, teachers that participate in Next Education Workforce™ team-based staffing models are more likely to say they would recommend teaching as a profession and plan to still be teaching in five years. These teachers on teams also received higher teacher evaluation ratings than non-teamed teachers.
Crossing the chasm: How one district is moving its innovative staffing model from pilot to mainstream
To transition pilot programs into core school system operation, leaders need the support of staff members who may not jump at the chance to innovate.
Re-designing the role of a special educator through team-based staffing
Special educators face a unique set of job demands that set them apart from their general education colleagues. Key findings from a 2022-23 school year study underscore the effectiveness of teaming as a strategy to integrate and enhance the role of special education teachers, yielding benefits for school leaders, parents, teachers and students alike.
Whole-Child Learning Requires Whole-System Solutions
Leaders from Arizona State University’s Mary Lou Fulton College for Teaching and Learning Innovation presented at the Aurora Institute Symposium 2023, sharing how equitable learning outcomes require systemic innovation across three levels: the science of learning, instructional practice and organizational design.
Understanding the career aspirations of paraeducators in Mesa Public Schools
In school districts across the country, paraeducators may be referred to as teacher aides, teacher assistants or instructional aides. They’re all individuals who work in schools under the supervision of a licensed educator and provide support to teachers and students. They may work with students to reinforce learning, implement behavior intervention plans or work closely with school nurses to support students’ medical needs. They may lead small reading groups or assist in planning mini-lessons with their lead teacher. Some are working towards becoming licensed educators. In Arizona and states around the country, they might also be a part of a Next Education Workforce ™ team-based models, where their skills are strengthened through collaboration.