The Link Between School Design and Quality Teaching

Generations Schools has found a way to redesign teachers’ work, ending the isolated classroom, enabling ongoing teacher collaboration and planning, and giving teachers time to learn from each other and to learn from their work. It has extended its school year to 200 days for students—20 more than the national average—without having to extend work time and burnout teachers.

All of this happens for the same cost as a regular school.

What do districts and states need to address in order to implement a model like Generation Schools? What other reforms might be more feasible if we approach the problem of teacher ineffectiveness through the lens of work design?

Today and tomorrow, join Education Sector’s Elena Silva, Karen Hawley Miles of Education Resource Strategies, and Joel Rose of New York City DOE’s Office of Human Capital and the “School of One” program, along with Generation Schools’ principals and co-founders, for an interactive online discussion.

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One Response to “The Link Between School Design and Quality Teaching”

Claus says:

November 17, 2009 at 1:10 pm

Interesting posting. There’s much to learn here, and too little national media coverage of reform ideas deals with these nuts-and-bolts issues. It’s interesting to cast a glance at some of the traditional public school districts and schools that have made similar design changes and reaped big rewards. We’re profiling Viers Mill Elementary school, which has the teacher collaboration piece down cold: http://www.publicschoolinsights.org.