Phased LEA and SEA recommendations for adopting Opportunity Culture staffing redesign¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief closes with recommendations for local and state education agencies interested in exploring Opportunity Culture. LEAs are advised to build cross-school commitment, determine essential design decisions, conduct school-level needs assessments, allow schools design authority within district parameters, communicate with stakeholders, and monitor and modify new staffing and roles. SEAs are advised to provide transition planning funding, help districts make strategic decisions about teacher-leader selection, compensation levels, sustainable funding, and phasing, provide training for new roles, remove policy barriers such as funding constraints, required staffing patterns, rigid class-size requirements, and inability to identify high-growth teachers, and gather data and foster networks.

Design Implications¶

Context¶

Requirements¶

• district design processes that include stakeholder groups such as teachers
• state funding for planning and executing the transition

Constraints¶

• policy barriers the article names: funding constraints, required staffing patterns, rigid class-size requirements limiting flexible staffing, and inability to identify high-growth teachers

Target Learners¶

• K-12 students in turnaround and high-needs schools

Target Learning Goals¶

• implement tiered teacher-leadership staffing to improve instruction and student outcomes

Related Strategies¶

• Opportunity Culture Defined Roles
• Recommendations for state education agencies and districts implementing formative assessment at scale
• SEAs can use turnaround competencies and BEIs across selection, mentor matching, supervisor coaching, and leader pipelines
• State education agencies can support rural turnaround staffing and professional development through recruitment supports, shared PD, and technology assistance
• Implementation-phase supports: staff engagement, communication and action plans, thought partnership, and self-assessment rubrics
• Facilitate a multi-session collaborative workgroup to co-develop state guidance

Examples¶

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Key Sources¶

• Center on School Turnaround at WestEd. (2018). Thought Leadership Forum Brief: Talent Development and Opportunity Culture. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED592986