Teachers21 has contributed to the knowledge base on K-12 teaching and leading through the development of innovative learning models that seek to strengthen the single greatest variable in student achievement: teacher and leader expertise. These learning models, along with extensive implementation work within districts to improve and inspire learning, led to the development of our approach.
The following are learning models created by the Teachers21 research team.
Our comprehensive model of induction surrounds the beginning teacher with support, accountability, and a focus on constant improvement of teaching and learning in his or her classroom. It further includes school board policy and structures, a culture that sustains the effectiveness of the program. The key beliefs that serve as the basis for this model and drive the organization’s work are: (1) the success of the beginning teacher is the responsibility of all staff at the school, (2) well-designed induction is essentially excellent staff development, and (3) effective induction programs inherently work to transform the culture of the school.
Urban District Improvement
The Urban District Improvement Model consists of change actions that create a comprehensive, transferable model for achieving district-wide improvements in professional culture, instructional practice, and student learning. This flexible model creates a unique environment in which practitioners will adapt to the context-specific conditions of their classroom, school and district. Teachers21 serves as a “reform support organization” providing advisors, critical friends, honest brokers, and consultant partners to implement the model.
The Leadership Coaching Model promotes and sustains excellence in leadership to support instruction and learning for successful student achievement. This key reform strategy focuses on a systemic learning and assessment of impact in light of the goals of a district and/or school. Coaching works at the individual, school district team and district network levels to serve as a proactive catalyst for professional learning rather than as a reactive and remedial approach. The heart of our Leadership Coaching is collaborative reflective inquiry. A variety of mentoring, supervisory and peer relationships allow the challenges of day to day practices to be successfully addressed.
Professional Learning Communities
According to Eastwood and Lewis “Creating a collaborative culture is the single most important factor for successful school improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their schools.” Teachers21 offers a wide array of services to help districts, schools, grades or departments develop collaborative practices to monitor and encourage increased student success. The development of a professional learning community can take many paths. Contact us for more details.