- Get Started
- Guide for Teachers
- School Inventory
- Other Resources
Partners & Supporters
The partners and supporters of the Teacher-Powered Schools Initiative are a group of organizations who believe in the ideals of the movement, and lend their council, voices, resources, and influence to the initiative.
Education Evolving (E|E) is a Minnesota-based education policy design and advocacy shop, with expertise in K-12 architecture. Their focus is building the capacity for innovation and school redesign into the K-12 system. Read more about Education Evolving.
In late 2013 and early 2014, E|E commissioned a national research study to better understand the growing momentum, awareness, and appetite for the concept of teacher-powered schools in schools and districts across the country. The findings of this research inspired E|E to launch this initiative.
The Center for Teaching Quality
The Center for Teaching Quality (CTQ) is a North Carolina-based national nonprofit dedicated to creating a high-quality education system for all students, driven by the bold ideas and expert practices of teachers.
CTQ has released a free step-by-step guide to starting a teacher-powered school and offers opportunities for forward-thinking educators to connect in the CTQ Collaboratory Teacher-Powered Schools Lab. In collaboration with Education Evolving, CTQ is currently creating resources that will support teachers to develop and improve teacher-powered schools.
Independent Education Strategist
Kim Farris-Berg is an independent education strategist helping teachers and the broader education community advance teacher-powered schools in their districts, unions, and communities. An experienced public speaker and facilitator, Kim is prepared to challenge your team to think in new and different ways about teachers’ work and then engage them in a constructive dialogue about the possibilities. When you’re ready to move forward, Kim assembles and leads the right mix of TPSI colleagues to help your team of teachers, union leaders, central office administrators, community leaders, or state and local policy makers to create and implement the best strategy for moving your teacher-powered concept from an idea to reality. Kim is also is open to new research and writing projects.
Kim is lead researcher and author of the book Trusting Teachers with School Success: What Happens When Teachers Call the Shots (2012). With findings from the research process, she created the National Teacher-Powered Schools Inventory, and went on to serve as co-creator and Editor-in-Chief of Steps to Creating a Teacher-Powered School. She also co-created single-subject Discussion Starters for teacher teams that are ready to get started. Kim’s research and commentary—mostly done in her role as consultant to TPSI partners Education Evolving and Center for Teaching Quality—has been published in Kappan and Flip the System: Changing Education from the Ground Up (2016). She is a regular Huffington Post contributor, frequent guest blogger at Education Week, and author of numerous guest commentaries in major newspapers and top blogs.
Center for Teaching Quality, Teacher-Leader in Residence
Lori is a dually certified National Board Certified Teacher and has taught for 25 years. She designed and took the lead in forming the Mathematics and Science Leadership Academy—a teacher-powered school in Denver. She served on the NEA Commission for Effective Teachers and Teaching, the Board of Directors for the National Board for Professional Teaching Standards, the Teacher Advisory Committee for the Bill & Melinda Gates Foundation, and the CTQ Teacher Advisory Board. She is deeply committed to teacher leadership and growing the number of teacher-powered schools. Lori believes that the bold ideas of accomplished teachers can and will transform schools, schooling, and the teaching profession.
Amy Junge is a former California public elementary and middle school teacher and assistant principal. She started working with teacher-powered schools in 2009 and was a contributing author for Trusting Teachers with School Success: What Happens When Teachers Call the Shots. Today, Amy works with Education Evolving supporting teacher-powered schools through the Teacher Powered Schools Initiative.
Alex spent the first part of her career working as a teacher in Minneapolis and abroad in Costa Rica and Italy. She grew frustrated with the system and left teaching to advocate for education reforms. Today, Alex handles outreach and engagement for EE in Minnesota—spending her days talking to teachers and learning what matters to them. She also supports teachers in Minnesota who are interested in or actively working in teacher-powered schools. Witnessing teachers make the changes they know are needed, without having to leave their classrooms is what inspires Alex.
Contact Alex Vitrella at firstname.lastname@example.org
Education Evolving &
Lars was first exposed to teacher-powered schools as a student. He graduated from the Minnesota New Country School, a teacher-powered high school in Henderson, MN. In his time there, he saw first-hand how collective autonomy allowed his teachers to connect with him as an individual, and to shape a personalized learning trajectory that motivated and inspired him. Lars is deeply grateful for the idea of teacher-powered schools, and is excited to advocate for them now as an adult!