This paper reframes common narratives about AI replacing teachers by examining how current role definitions shape that perception and where those assumptions break down. It outlines a vision for redesigning educator roles around professional judgment, relational work, and learning design, and identifies the structural shifts needed to support that transition.
This resource from NOBL provides an “Organizational Charter” tool that helps staff members better understand an organization or system, as well as its values and ambitions.
This article from Archbee explores the benefits behind creating an organization or system-wide culture handbook and provides ideas for elements to include in a culture book.
This deck covers facets of recruitment, hiring, and onboarding in a remote learning environment, which can be applied to education leaders hiring teachers for virtual learning environments.
Fully virtual and hybrid learning contexts present an incredible opportunity to rethink educator compensation as a tool for recruiting and retaining effective, high-quality teachers and responding to a call for greater professionalization in the field. This policy brief from The Learning Accelerator (TLA) explores three key components – salary and benefits, professional opportunities and growth, and working conditions – and how they factor into compensation that responds to the needs and expertise of educators.
Despite calls to modernize education preparation, the way we train, support, and grow educators has remained largely unchanged for decades. But some educator training and professional development organizations are taking a different approach by offering educators flexible and job-embedded learning opportunities that recognize and validate learning through demonstrations of competence.
Educators earn “micro-credentials” in the form of digital badges, which capture both the skill the educator demonstrated and the evidence they used to prove their mastery of that skill.
This case study offers a look at one micro-credential program, developed by UCLA’s ExcEL Leadership Academy that has been approved for ESOL teacher certification in Rhode Island. The program offers a progression of 12 micro-credentials focused on the skills and competencies educators need to serve multilingual learners (MLLs) effectively. Additionally, the case study offers recommendations for other states that hope to offer their educators high-quality competency-based pathways to certification and/or professional growth.
The new world of work demands not only academic knowledge and skills but also transferable skills such as communications, creativity, and collaboration—skills that are rarely captured formally. Meeting that demand will require a new approach to the high school diploma. The opportunity is ripe to redesign credentials to enable competency-based pathways and learning. The transcript for the next generation (“next gen”) of learning and work will better represent what individuals have actually learned, what they know, and what they can do. According to UNESCO (2023), next gen credentials will “record focused learning achievements. They will verify what learners know, understand, and can do. Learners will be assessed based on clearly defined standards and credits, badges or certificates awarded by a trusted provider. They have value and can also contribute to or complement other credentials, including through recognition of prior learning. They meet the standards required by relevant quality assurance.”
The goal of this report is to deepen state policy makers’ understanding of the changes needed to facilitate meaningful next gen credentials and advance state policy to support those changes. This includes building support to modernize education, opening pathways for learning and reskilling, and providing value for lifelong learning to both individuals and employers. Students, families, employers, and organizations focused on education and employment, as well as nations around the globe, are exploring how to ensure students receive a world-class education that builds knowledge and skills needed for the future. New models of credentialing knowledge, skills, and qualifications are emerging to help achieve this goal.
Julia Freeland Fisher uses this blog post to make the case for online learning as a solution to teacher shortages.
EdWeek interviewed district and school leaders around the country to see how they are experimenting with different staff arrangements to provide support for the deep academic and emotional needs of children who are returning to school—physically or virtually—after the coronavirus threw their lives and learning into disarray.
This research synthesis, prepared for Lindsay Unified School District Teacher and School Leader (TSL) Initiative, was designed to support systems looking for residency partners to ensure they are leveraging all the partner has to offer around the Five Domains for Teacher Preparation Transformation.
