{"id":4779,"date":"2014-11-05T08:00:33","date_gmt":"2014-11-05T12:00:33","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=4779"},"modified":"2014-11-02T15:11:22","modified_gmt":"2014-11-02T19:11:22","slug":"seizing-opportunity-at-the-top-ii","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/seizing-opportunity-at-the-top-ii\/","title":{"rendered":"Seizing Opportunity at the Top II"},"content":{"rendered":"

\"PublicImpact_CMYK-gray-trans_web\"<\/a>What students want<\/strong>: great teachers every year<\/p>\n

What teachers want:<\/strong> career advancement while teaching, collaboration, on-the-job development and leadership,\u00a0sustainably funded pay increases, and the chance to help more students succeed<\/p>\n

What both need:<\/strong> Policies to make a statewide Opportunity Culture<\/a> possible<\/p>\n

Public Impact<\/a> shows states the essential policies to reach far more students with gap-closing, bar-raising excellent teaching and to provide well-paid, sustainable career advancement opportunities for educators. They call this the Opportunity Culture. Policies are divided into ones that are urgent for successful pilot schools in a state and optimal for a successful scale-up throughout a state.<\/p>\n

Public Impact first released policy recommendations in Seizing Opportunity at the Top in 2011. To update these recommendations, they and their implementation partners have worked with districts in four states that are designing and implementing Opportunity Cultures. Public Impact has seen up close the impact state policies make, even in small pilot programs. Some policies limit the ability of districts to reach more students with excellent teachers and their teams, to increase pay in a sustainable way, and to increase\u00a0\u00a0 planning and collaboration time.<\/p>\n

When states make urgently needed policy changes, then optimize their policies for a statewide scale-up of an Opportunity Culture, schools can reach the majority of students with excellent teaching, and states can spend less on administration and more on great teaching. With that, far more students can experience the consistently excellent teaching needed to close achievement gaps and leap ahead to advanced work.<\/p>\n

The needed policies fall into five categories:<\/strong><\/p>\n