Publications and Resources - Teacher-Powered Schools

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Why Teacher-Powered?

February 2024 • Core Publications

A theory of change for teacher-powered schools: Get to know how teacher-powered schools work, and see evidence for how they improve student and educator outcomes.

Understanding Teacher Retention at Teacher-Powered Schools

August 2023 • Core Publications

Exploratory research showing a much lower share of teachers leave teacher-powered schools than they do schools nationwide.

Yeah, But FAQ

May 2023 • Core Publications

Misconceptions about teacher-powered schools lead to a lot of the same questions. This flyer answers those "yeah, but" questions and dispels the myths behind them.

Teacher-Powered Schools Flyer

June 2022 • Core Publications

An overview of key facts, figures, and information about teacher-powered schools.

Evidence for Teacher-Powered Schools: A Practical Route to Better and More Equitable Student Outcomes

September 2020 • Core Publications

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.

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Teacher-Powered Practices: How Teacher Teams Collaboratively Lead and Create Student-Centered Schools

October 2019 • Core Publications

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.

Fifteen Areas of Collective Teacher Autonomy

March 2018 • Core Publications

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.

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Trusting Teachers with School Success

October 2012 • Core Publications

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.