Newsletter archive

Issue No. 9: Two ways educators are delivering stronger learning experiences

Latest issue

Issue No. 9: Two ways educators are delivering stronger learning experiences

Two ways educators are delivering stronger learning experiences

͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌ ͏ ‌

Having trouble viewing this email? View the web version: Issue No. 9 | March. 24, 2026

What happens when educator teams implement curriculum together?

“I’ve heard teaching can be very isolated and lonely,” a first-year teacher recently told us. “But I haven’t really felt that.”

Avanti Vanderslice, a novice educator at Hoover Middle School in Albuquerque Public Schools, was describing his experience working on a team of educators. His story reflects something we’re seeing in more schools: when teaching is organized around teams rather than isolated classrooms, educators can plan together, share responsibility for students and deliver stronger learning experiences.

In this issue, we share two examples of what that shift can look like. At Hoover Middle School, educator teams are designing interdisciplinary learning experiences and supporting students together. In Arizona, early lessons from the Inspired Teaching, Exceptional Learning, or ITEL, initiative show how teams implementing high-quality instructional materials together can strengthen grade-level instruction.

These examples come at a moment when new research from Gallup and the Walton Family Foundation highlights educators’ deep commitment to the profession and the challenges many face in sustaining long-term careers.

Together, these stories offer a look at how redesigning educator roles can shape both teaching and learning. We’re continuing to learn alongside the schools moving to team-based models and welcome your questions and insights from your own schools and systems.

If you have ideas, questions or challenges you’d like us to explore in future issues, please drop us a line at edworkforce@asu.edu. We’d love to hear from you.

— Brent Maddin, Executive Director

Why curriculum implementation is a team sport

An educator teaching on a smart board while students watch.

Early lessons from ITEL AZ suggest that when high-quality instructional materials become shared work across educator teams, schools can move more quickly toward consistent grade-level instruction.

Read the story

How Hoover Middle School is embracing interdisciplinary learning and collaborative team planning time

Hoover Middle School Principal Rebecca Sanchez and educator Jean Miller.

Hoover Middle School is one of six schools within Albuquerque Public Schools in New Mexico to launch team-based strategic school staffing models in 2025. The partnership, which now includes a second cohort of nine additional middle schools in 2026, is part of the district’s initiative to better prepare students for the future.

Hear from Hoover’s leaders and four educators on the 6th-grade team — whose experiences span from one year to over two decades — on their takeaways from their first year teaming and how the model is working to ensure that “no student falls behind.”

Read what the educators are saying

Teachers want to stay. The conditions matter.

A stock image of an adult sitting alone at a desk, staring off into the distance

New research from Gallup and the Walton Family Foundation offers a timely look at the state of the teaching profession. A newly released report finds that while most teachers plan to remain in K–12 education, many face financial strain that can make sustaining long-term careers difficult. Earlier findings from the Teaching for Tomorrow study also show that teachers who regularly collaborate and learn with colleagues report higher job satisfaction. Together, the research highlights both educators’ strong commitment to their work and the conditions that shape their experience in the profession.

Read the full reports

Before you go

Hear from educators and leaders successfully implementing team-based staffing models with a free, virtual Explore Experience. This will be the last Explore Experience offered until the fall.
Follow the Next Education Workforce on LinkedIn
Forward this newsletter to a friend and invite them to subscribe