{"id":299,"date":"2011-05-11T19:31:27","date_gmt":"2011-05-11T23:31:27","guid":{"rendered":"http:\/\/coreeducationllc.com\/blog2\/?p=299"},"modified":"2012-04-27T18:49:44","modified_gmt":"2012-04-27T22:49:44","slug":"beyond-classroom-walls-developing-innovative-work-roles-for-teachers","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/beyond-classroom-walls-developing-innovative-work-roles-for-teachers\/","title":{"rendered":"Beyond Classroom Walls: Developing Innovative Work Roles for Teachers"},"content":{"rendered":"

Nearly four in 10 teachers report that they are interested in combining their classroom work with other roles or responsibilities in their school or district, including 46 percent of teachers with five or fewer years of experience. Across the country, interest is increasing in alternative approaches to school staffing that provide more flexible work roles and advancement opportunities for highly effective teachers-both as a means to recognize and retain teachers in hard-to-staff schools, and to allow the best teachers to have a positive impact on larger numbers of students.<\/p>\n

In a new report, from the Center for American Progress, authors Kowal and Brinson profile two organizations-a small charter management organization based in California and a large school district in Virginia-that have recently pursued staffing innovations designed with these goals in mind.<\/p>\n

The authors recommend that education leaders implement lessons learned from early adopters by:<\/p>\n