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.
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.
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.