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Publications & Resources

Guides and Toolkits

Assess your team’s skills in governing your school—taking inventory of team strengths and identifying areas for growth.
Tips, stand-out examples, and discussion questions to help your team identify immediate and enduring design changes to realize equity across your school.
The guide identifies nine common practices used at teacher-powered schools, and includes examples written by teacher-powered leaders who describe what the practice looks like at their site.
Use this guide to learn from the knowledge and skills of expert teacher-powered administrators, as well as reflect individually and as a team on what is best for your school.
Ideas for questions for your team to ask and protocols to follow when visiting another teacher-powered school.
A step-by-step resources to use in launching a new teacher-powered school, including a handful of tips and resources for each step.
A collection of sample documents from teacher-powered schools, including decision-making procedures, organizational structures, school proposals, and more.
Offering lessons learned and tips from the innovators in existing teacher-powered schools, these interactive resources featuring sets of discussion questions for teacher teams to take up as a group.

Publications and Research

This paper makes the case to grow the teacher-powered movement through a review of academic research and a deep dive on several teacher-powered schools.
Teacher-powered leaders share their beginnings, challenges, and triumphs in these short reports about their schools.
We have identified 15 areas in which teacher teams have secured autonomy to make decisions impacting school and student success. This publication describes those areas in detail, and provides examples of what they look like in practice.
Many teacher-powered schools identify as community schools, and vice versa. Read more about the parallels between these two models, here.
An infographic presenting many resources available on starting a teacher-powered school.
An infographic about Woods Learning Center—a teacher-powered school in Wyoming—where Mrs. Jackson and her student Jude engage in similar learning and innovation skills.
The initial white paper of the Teacher-Powered Schools Initiative, which describes the results of national research that found overwhelming support for the "teacher-powered" idea among teachers and the general public.
A book on teacher-powered schools by authors Kim Farris-Berg and Ed Dirkswager, with Amy Junge. Their research found that teachers make choices associated with high-performing cultures when they collectively secure autonomy to design and manage schools. This finding is foundational to our teacher-powered work.

Doctoral Dissertations

Situated in a majority-minority school setting, this action research study focused on developing culturally responsive teaching (CRTchg) approaches in a group of Caucasian teacher leaders.
This dissertation presents findings from a mixed-methods study exploring teachers’ work lives in teacher-powered schools.
Qualitative data compiled through interviews, observations of decision-making meetings and gathering of site documents clarified how structural and cultural systems shape and are shaped by teachers’ participation in site decision-making.
This study uses hierarchical linear modeling (HLM) to investigate relationships among distributed leadership, professional collaboration, and teachers' job satisfaction in U.S. schools.