Developing a Culturally Responsive Action Team in Teacher-Led Schools

April 2021 • Research

By Michael Stewart. 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.

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.

Where I Bloomed: Exploring Teacher Professional Vitality in the Teacher-Powered School

September 2020 • Research

By Sara Kemper. This dissertation presents findings from a mixed-methods study exploring teachers’ work lives in teacher-powered schools.

Building from the Ground Up: The Relationship between Structure, Culture and Teachers’ Role in Site Decision-Making at an Educator-Run School

January 2020 • Research

By Kyle Weinberg. 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.

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.

Collaborative Leadership for Thriving Teams: A Guide for Teacher-Powered Site Administrators

October 2019 • Educator Resources

Expert administrators at teacher-powered schools share tips and lessons learned, as well as discussion questions for you and your team to reflect on what is best for your school.

Distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools

March 2019 • Research

By Darlene García Torres. This study uses hierarchical linear modeling (HLM) to investigate relationships among distributed leadership, professional collaboration, and teachers' job satisfaction in U.S. schools.

Teacher-Powered School Origin Stories

November 2018 •

Teacher-powered leaders share their beginnings, challenges, and triumphs in these short reports about their schools.

Teacher-Powered School Site Visit Guide

May 2018 • Educator Resources

Ideas for questions for your team to ask and protocols to follow when visiting another teacher-powered school.

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.