Category Archives: Talent

Post on talent services.

Media: “Four lessons I learned from California’s Hollister prep on closing learning gaps” in EdSource

Earlier this year, I got to visit to Hollister Prep, a public charter school in  California which serves a racially and socioeconomically diverse student population and achieves remarkable results, partly through its use of data-driven instruction. You can read about the lessons from my visit in an op-ed published this week in EdSource:

Many schools collect and track data, but too often, there’s a lag between data collection and reporting — or teachers simply don’t know how to use data. At Hollister Prep, data collection and analysis are constant, ongoing, and used to drive near-term instructional decisions.

I watched students complete personalized math lessons via fun online curriculum that included a cute jumping frog. But this rigorous program also provided teachers robust, real-time data (versus the quarterly benchmark reports or laborious exit tickets other teachers might rely on).

The data told teachers what types of problems a student encountered in the session and what scaffolds and supports he needed. Another teacher tracked students’ mastery of the multiplication lesson of the day to know who needed re-teaching during the intervention block.

The full op-ed is available here. You can also the report that my colleagues Gwen Baker and Amy Chen Kulesa and I released last month, “Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps,” which synthesizes research on the science of learning to inform efforts to help students close gaps and meet grade-level expectations.

Media: “NM’s $10 million bet on teacher recruitment” in the Albuquerque Journal

I have a new op-ed in the Albuquerque Journal about New Mexico’s recent teacher recruitment bills. The state struggles with teacher shortages, specifically teachers of color. Six in ten students of color will go through their entire schooling without having a teacher who looks like them. As you’ve read in Katrina Boone, Justin Trinidad, and Cara Jackson‘s work, that’s a BIG problem.

The state is investing $10 million in two new programs to address this shortage, but I argue that they’re divvying up their dollars the wrong way:

The bulk of this investment is going to the Teacher Preparation Affordability Act, which targets new prospective teachers. A much smaller amount of money is allocated to the Grow Your Own Teachers Act, which focuses on current education assistants. But this is the wrong way to divvy up the pot: The state should be banking more on current education assistants and less on prospective teachers.

Education assistants are the perfect population to recruit from to address teacher diversity and retention concerns. Nationally, paraeducators – like New Mexico’s education assistants – are more likely to be bilingual, born outside the U.S., and nonwhite than current teachers. And they’ve already demonstrated their interest in working in schools. This type of locally focused recruitment strategy isn’t new: Former Public Education Secretary Karen Trujillo, whose dismissal was announced last month, led one such program out of New Mexico State University. But the Grow Your Own Act is particularly promising; it could be the incentive that pushes education assistants into lead teacher positions. According to a recent survey of current New Mexico education assistants, the primary barriers to completing licensure positions are time and money. But if each education assistant enrolled in the program uses the full scholarship amount available to them, that’s only enough to prepare 17 new teachers. By way of comparison, last year, New Mexico had 740 teacher vacancies. The state needs to do much more to recruit teachers of color, and this plan isn’t it.

Read the full piece in the Albuquerque Journal.

This op-ed is part of a series on teacher residencies. Read Bellwether blog posts in the #ResidentExperts series here.

Teacher Residencies in the Early Childhood Space: A Q&A With Kelly Riling of AppleTree Early Learning Teacher Residency

Last summer, Justin Trinidad and I published a paper exploring the role that teacher residencies can play as a promising pathway into the classroom. We found that while interest in residencies is exploding across the field, residencies face substantial policy and practical barriers in their efforts to expand.

To better understand these barriers, I spoke to Kelly Riling, who manages the AppleTree Early Learning Teacher Residency in Washington, D.C. In our paper, we profiled AppleTree’s unique residency model, which exclusively prepares early educators; you can read more about it on page 30 here. In this conversation, I asked Kelly for more details about how they’re dealing with the common challenges that residencies face.

This interview has been lightly edited for clarity and length.

What are the barriers that you face in expanding the AppleTree residency?

The first thing that comes to mind is that we have a limited bench of mentor teachers. All of our residents work with a mentor teacher in the classroom. We need to make sure that the mentor teacher is highly effective and will provide a good model for the resident. We’re expanding the residency program, but we don’t have enough mentor teachers to keep up with the increased enrollment. Our hope is that people who are currently in the program will eventually be mentors, but until then, our solution is to build the capacity of current mentors by developing their leadership skills.

We also struggle with raising awareness of the program and making sure we’re recruiting the highest quality candidates to serve within our schools. 

And then finally — but maybe most obviously — we face challenges with funding. We leverage the available funding as best we can, but we need to balance funding the residency program against other AppleTree priorities. Because public funding isn’t enough to provide a high-quality program, we’re constantly making the case to philanthropists that investing in the teacher pipeline is worthwhile. We’ve had to make difficult tradeoffs: We prioritize providing a salary and benefits for our residents, as well as subsidizing tuition for their master’s degree. But in order to do that, we have a very lean administrative team actually running the program, which comes with its own challenges. Continue reading

School Culture Is More Than Fragmented Strategies — It’s Four Cohesive Elements

Culture can make or break a school’s success. It can propel academics forward or drag learning down into an unrecoverable spiral where kids lose precious time and teachers quickly burn out.

When I started my career as a teacher through the time I became a school leader, I pulled ideas about school culture and classroom management from a number of educators and resources. My inspirations included Lisa Delpit and Gloria Ladson-Billings, and books like Yardsticks, Power of our Words, Teaching with Love and Logic, and Teach Like a Champion. I also relied heavily on the experiences of my own upbringing as a black, West Indian woman in the 80’s and 90’s in New York City, with teachers and parents who let me know I was cared for but also “did not play” (in other words, they were strict). My guiding belief became, and remains, an unwavering faith in the limitless potential of each child, and the approach that followed was fueled by a lot of love, usually the tough kind.

My approach wasn’t foolproof. But this fundamental mindset was what I looked for in teachers that I hired. As a school team, we refined our approach to culture over time and adjusted the systems and practices that supported it. Building the culture of our school was a process we had to figure out through trial and error, which led to lost instructional time, frustrated teammates, or broken relationships with students when we didn’t get it right.  

Unfortunately, too many principals don’t learn how to build the kind of school culture where teachers feel successful and capable of teaching for many years and where students — especially students of color — thrive. Many of the existing resources on the topic tend to reduce advice down to ambiguous ideas, a few fragmented strategies, or case studies about charismatic leaders. They never demystify the elements necessary for a healthy culture or offer clear guidance on how to implement them.

School culture can be a touchy subject, particularly when leaders and teachers have different philosophies, approaches, and beliefs. While I have my own point of view on these topics, I unequivocally believe that consistency and alignment are the most important features of an effective school culture. A cohesive school culture isn’t built through a patchwork of random techniques, curricula, or professional development sessions. Instead, school culture is comprised of a thoughtfully defined cascade of four elements, described below in further detail:

school culture framework, by Tresha Ward of Bellwether Education Partners

Continue reading

Scaling Up Your Network Office: A Q&A With Mia Howard of Intrepid College Prep

This is the sixth blog post in our #SGInstitute series, led by our Strategic Advising practice on lessons learned from advising schools, networks, and districts on growth and expansion.

After all the excitement of growing your single-site charter school into a successful network subsides, the difficult questions start pouring in: how similar or different will the schools in your network be? How will you set up a network office to support these schools? How do you strike the right balance between building out the capacity of your network team versus using funding to better support your schools?

headshot of Mia Howard, Intrepid College Prep CEO and Founder

Mia Howard

While these questions are common to every single-site school or network that is growing or expanding, there are no “easy answers.” To help school leaders navigate these tricky decisions, we caught up with Mia Howard, Founder and CEO of Intrepid College Prep in Nashville, TN. Mia founded Intrepid College Prep back in 2012, expanded to open a second school in 2017, and is currently laying the groundwork for a third campus. During our interview, Mia shared about her experience growing from a single school to a multi-school network and the challenges and opportunities that presented.

When did you first begin to think about building out your network office to support scaling?

In 2015-16 (our third year of operation, with grades 5-7 at the original campus), we started thinking actively about the launch of a potential high school. Our mission to get scholars to and through college drove us to add another campus so that our middle-schoolers would be able to continue on with us into high school, but we knew that growth would place a strain on our team. We were working with Bellwether to develop our five-year growth plan and knew that because our second campus wasn’t going to have the same grade span, we would be stretching ourselves to develop expertise on both middle school and high school.

Before scaling, we first thought about what functions we wanted the network office to have to support a strong team. We wanted our operations team to be oriented to serving our school leaders so that our principals could operate as instructional leaders without getting overrun by compliance and other day-to-day tasks that take away from supporting teachers.

We also wanted to create criteria for growth that would prioritize quality growth and not just rapid growth. While we had been invited to expand down to elementary school and open in other states, we didn’t want to pursue growth at all costs. I was impressed with the tools Bellwether provided around how to use data to clearly inform our growth plans. We decided we wouldn’t grow unless we had hit certain benchmarks. Continue reading