In teacher-powered schools, teachers have the opportunity to design and implement learning programs that are responsive to the unique needs of the students and communities they serve.
This is a win for everyone involved—for students and families who have their needs met; for teachers who want work environments where they feel a sense of passion and purpose; for teachers union leaders who secure professional authority and respect for their members; for administrators who unlock the full collaborative potential in their schools and districts; and for policymakers who seek to prepare the next generation of young people for a 21st century society and economy.
There are several ways that each of these groups can get involved in advancing teacher-powered schools:
Teachers can get involved by learning more about teacher-powered schools, spreading the word in their educator networks, and joining like-minded colleagues to start or convert a teacher-powered school.
Union leaders can get involved by helping to create the conditions for a teacher-powered school in their community—supporting and advocating for their teacher members as they strive for larger professional roles in making decisions in schools.
School Districts & Charter Authorizers
School districts and charter school authorizers—the entities in public education charged with overseeing schools—can establish a positive and welcoming environment for teacher teams who seek to design and run teacher-powered schools.
Federal and state policymakers can use their public positions to spread information and enthusiasm about the idea, and to create supportive policy frameworks for teacher-powered schools.