Topic: Extended Team Members

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

At SPARK School at Kyrene de las Manitas, 120 students in multi-aged grade bands (third through fifth grades) work with a core team of six educators: one teacher executive designer, two certified teachers and three teacher candidates. The prototype school-within-a-school was developed during a design process collaboratively led by the Kyrene School District and ASU’s MLFTC Design Initiatives. In this resource, you’ll find out how they’re implementing a Next Education Workforce model.

In Fall 2020, Whittier Elementary in Mesa, Arizona will create two team-based learning communities with 170 students in grades four through six. Each “house” will include 85 students and will be guided by an educator team comprising three certified teachers and two MLFTC teacher candidates. In this resource, you’ll find out how they’re implementing a Next Education Workforce model.

Approximately 900 ninth grade students at Westwood High School in Mesa, Arizona are distributed across six Academy Teams. Each core team consists of at least four educators: a lead teacher and three certified teachers. Depending on students’ needs, special educators, English Language Learner educators, MLFTC residents and paraeducators may also be included on the team. Here, you’ll learn how the school is implementing a team-based model.

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.

Riverview High School serves 90-120 students in grades 7 through 12. Many of these students have left their assigned district schools due to disciplinary reasons or are transitioning out of

Stevenson Elementary School is a Title I school located in Mesa, Arizona that takes a dynamic approach to serving about 700 students in preschool through 6th grade. The school’s Next Education Workforce model wraps teams of educators around students in grades K-6 with the goal of providing deeper and personalized learning. In this resource, you’ll find out how they’re implementing a Next Education Workforce model.

Spark Institute serves about 250 7th and 8th graders at ASU Preparatory Academy–Polytechnic. The educator team includes 10 certified teachers: three core content area teachers for 7th grade, three core

Community educators provide capacity and insight in service of deepening and personalizing student learning. They enrich learning environments by forging authentic relationships, sharing expertise and expanding networks. They work in schools, community-based organizations and anywhere that learning happens. MLFTC has built just-in-time online courses intended to support community educators in their roles. Explore this slide deck to learn more.

As schools build teams of educators with distributed expertise, and especially as they increase the number of community educators on their teams, scheduling becomes an increasingly complex task. Here, you’ll find five actionable steps for building schedules for remote community educators that are responsive to student and team needs and maximize community educators’ skills and talents.

Who are the groups of adults that might be leveraged to support students? Explore the specific roles those adults might play in the learning space.

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.

Community educators are talented adults from the community who bring additional capacity, insight and expertise to learning environments. Read on to learn about community educator roles; knowledge, skills and dispositions; policies and practices; and more