Last year, we changed our training model for new teachers to include more intensive coaching. Now, we are looking at the data to see whether or not it pays off—and what matters most when it comes to making coaching work. The results are surprising.
This year, Boston Public Schools made a creative effort to rethink its hiring process. The new strategy has had a huge impact, filling positions earlier, giving teachers and school leaders more choice in the process, and increasing diversity in the district's teaching staff.
Differentiated roles for teachers—beginning with entry-level positions on a team under a master teacher—could create a true career pathway in education, attract more diverse talent to the field, and raise the prestige of the teaching profession.
While considerable research focuses on the efficacy of blended learning models, far less attention is paid to the people putting those programs into action. This past year, we visited schools across the country to understand how blended learning works in the classroom.
Our Fast Start training was originally designed for Teaching Fellows, but district and school leaders across the country have wondered how its basic principles might be applied to contexts like district-wide new teacher induction. A partnership with Pinellas County Schools in Florida allowed us to test this out.