In this extended cut, Rob Weil of the American Federation of Teachers joins Brent Maddin of the Next Education Workforce™ to discuss this and other issues educators face in the one teacher, one classroom model.

Rob Weil previously appeared on the podcast to preview his session on collective bargaining at the Strategic School Staffing Summit on Feb. 7–8, 2024. The annual event convenes hundreds of leaders in the field, researchers, educators, school and system leaders to share ideas, strategies, practices and conditions that enable a more diverse, team-based education workforce. Learn more and save the date for the next Strategic School Staffing Summit on Feb. 5–6, 2025.

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

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Kelly Kovacic-Duran, principal consultant at Education First, joined Brent Maddin of the Next Education Workforce™ to discuss how strategic school staffing can benefit both educators and learners. Kelly shares how schools can be the unit of change in addressing challenges in education and how this is a pivotal moment to think about how we organize staff in our schools. She will expand on these ideas at the 2024 Strategic School Staffing Summit from Feb. 7–8. Nearly 100 presenters will discuss ideas, strategies, practices and conditions that enable a more diverse, team-based education workforce. Register today for this virtual experience to hear more from Kelly and other leaders in the field, researchers, educators, school and system leaders, and so much more.

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

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In this episode, Chris Torres of the University of Michigan joined Brent Maddin of the Next Education Workforce™ to discuss findings from his research on Michigan’s education workforce and the state’s multi-stakeholder approach to strengthening it. He’ll expand on those ideas at the 2024 Strategic School Staffing Summit from Feb. 7–8. Nearly 100 presenters will discuss ideas, strategies, practices and conditions that enable a more diverse, team-based education workforce.  Register today for this virtual experience to hear more from Chris and other leaders in the field, researchers, educators, school and system leaders, and so much more.

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Join the conversation with #NextEducationWorkforce

In this episode, we discuss collective bargaining and how can we use it to promote strategic school staffing? Rob Weil of the American Federation of Teachers joins Brent Maddin of the Next Education Workforce™ to discuss this and other issues educators face in the one teacher, one classroom model.

Rob Weil will be one of nearly 100 presenters discussing ideas, strategies, practices and conditions that enable a more diverse, team-based education workforce at the Strategic School Staffing Summit. Register today for this virtual experience to hear more from Rob and other leaders in the field, researchers, educators, school and system leaders, and so much more.

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Join the conversation with #NextEducationWorkforce.

Dr. Elkins-Tanton will be the keynote speaker the 2023 Next Education Workforce Summit. This fifth annual event on Feb. 8–9, 2023, is hosted by Arizona State University’s Mary Lou Fulton Teachers College. It includes sessions from experts from K–12, research, policy, government, advocacy, nonprofit, edtech and business. Register or learn more at next.education.asu.edu.

• 2:48: Dr. King describes how his perspective has been influenced by his experiences as a student, as a classroom teacher and as a civil servant and policymaker. “The thing that saved me was school. The consistency, the nurturing relationships, the engagement at school is the reason I’m alive today.” He goes on to describe the enormous tasks that are assigned to educators and the lack of support systems to help teachers achieve everything society asks of them. “We don’t always provide the working conditions that folks need to stay in the work and feel good about the work, so we have work to do as a society.” 
• 5:09: Dr. King sees how the pandemic has affected students and the inequities it’s revealed. He hopes that this moment in time will be a “New Deal” moment, bringing major systemic change to the field of education and opening the eyes of society to the importance of investing in education for all students. 
• 6:19: Dr. King details the work going on in his state of Maryland around the concept of “schools as communities.” The idea is that schools are already involved with so many different agencies like healthcare, social services, and the criminal justice system. 
• 7:57: Dr. King gives examples of teams that are designed to address student needs as a group instead of relying on one classroom teacher. 
• 11:15: Dr. King offers suggestions on how to broaden the definition of an educator by looking at the work of our international peers who have found ways to subsidize their work to improve outcomes. Diversify the teaching profession by creatively including people in positions that are not always in the spotlight like tutors, coaches, behavior specialists, etc. 
• 14:07: Dr. King looks at healthcare as a model that takes a holistic approach to care for patients by assembling a team of specialists to serve them. Healthcare also offers an enormous range of career pathways to support the interests of healthcare professionals. 
• 19:03: Dr. King believes in the importance of social and emotional well-being as part of overall student success and shares his perspective as it relates to outcomes being more than just reading and math scores. “We have to be careful In our desire to be metric-driven that we don’t mistakenly narrow how we think about the purpose of education.” 
• 22:16: Dr. King shares his experience as a new teacher and some of the creative ways he had to figure things out. He also shares a strategy that one local program initiated to help their teachers better understand the students, assigning new teachers to community groups prior to student teaching. This allowed the teachers to get to know their students and their families as a whole before they worked with them in the classroom. 

What Dr. King is currently reading: Pregnant Girl: A Story of Teen Motherhood, College, and Creating a Better Future for Young Families by Nicole Lynn Lewis

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Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Follow MLFTC on Twitter at @asueducation and follow Lynn at @LynnMGangone. Share this episode with #NextEducationWorkforce.

• 1:11: Lynn shares the story behind AACTE’s new vision 
• 3:28: Lynn asserts that educators and those who prepare them are undervalued in society and make direct connections to issues of educational equity
• 6:38: Lynn proposes educational policy priorities
• 7:48: Lynn describes a learning environment and educator team that stand out in her memory for providing an excellent education to a diverse group of students 
• 10:01: Lynn suggests ways to increase the number of college and university students entering the field of education
• 11:33: Lynn connects the big idea of the Next Education Workforce to the work she does at AACTE
• 13:33: Lynn submits that the K12 education system will need to change before innovative teacher preparation programs are likely to have a “revolutionary” impact and identifies a need for colleges of education and K12 districts to work together more closely. 
• 16:50: Lynn recommends readings educators might consider before they join her at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College.  

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

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• 0:53: Brad reflects on parents’ perceptions of students who choose to pursue a career in education and makes recommendations for how the profession needs to change in order to increase its appeal to prospective educators.
• 5:39: Brad compares the team-based approach embraced in other professions and the siloed nature of the traditional educator role and connects his reflections to on his own experience in the classroom.   
• 8:58: Brad proposes three questions that should drive effective educator and educator-leader preparation.
• 10:21: Brad connects Richard Elmore’s Instructional Core to a team-based approach.
• 11:52: Brad describes how a team of educators can work together to support students’ deeper and personalized learning.  
• 16:01: Brad talks about the policy changes that help to advance the big idea of a Next Education Workforce.
• 18:31: Brad recommends readings educators might consider before they join him at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College.

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

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• 0:58: Mahnaz defines social capital, makes the connection between social capital and equity, and describes the framework she has developed to measure social capital
• 2:55: “You can’t be who you don’t know:” Mahnaz explains what it looks like to build students’ social capital and provides specific examples of schools, networks, and organizations (e.g., Big Picture Learning, Future Focused Education) that design and measure students’ social capital
• 7:04: Mahnaz proposes shifts in policy that might be conducive to helping students build social capital  
• 8:57: Mahnaz talks about bringing “outside” resources into schools and shares examples of how other districts (e.g., Cajon Valley Union School District) are doing this effectively
• 10:46: Mahnaz describes the intersection between teams of educators; community stakeholders; and diversity, equity and inclusion.
• 12:11: Mahnaz shares her thoughts on professional learning for educators, educational leaders and community members.
• 14:12: Mahnaz reacts to the idea that the pandemic may have accelerated innovation in education and shares her concern that we might be “innovating in the dark.”
• 16:10: Mahnaz recommends readings educators might consider before they join her at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College.  

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Follow MLFTC on Twitter at @asueducation and follow Virgel at @VirgelHammonds. Share this episode with #NextEducationWorkforce.

• 1:10: Virgel describes the learning communities he has served in the past and communicates the importance of giving students the opportunity to develop their critical consciousness
• 3:08: Virgel explains how co-designing systems with students and community members in order to deliver on the promise of personalizing learning
• 5:21: Virgel shares the policy changes he would make in order to support learner-centered approaches and describes bright spots he has observed across the country (e.g., South Carolina Department of Education’s Office of Personalized Learning, Arizona Personalized Learning Network)
• 8:24: Virgel proposes how leaders should think about bringing change to complicated systems and suggests ways leaders might bring learners & community members to the table to help guide change
• 11:42: Virgel shares the importance of building aspirational, collective vision and makes connections to growing inequities and gaps highlighted by the COVID-19 pandemic

14:22: Virgel recommends readings educators might consider before they join him at 

Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College.

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Follow MLFTC on Twitter at @asueducation and follow Branch Alliance for Educator Diversity at @Branch_EDU. Share this episode with #NextEducationWorkforce.

• 1:02: Cassandra reacts to the “big idea” of a Next Education Workforce and its relationship to teacher diversity.
• 4:28: Cassandra describes the systems we need to build to ensure diversity across the continuum of educator roles.
• 7:09: Cassandra explains how models like Opportunity Culture are rethinking staffing classrooms and redeploying existing resources (as opposed to relying on philanthropy).
• 9:04: In lieu of discrete policy changes, Cassandra proposes a wholescale change in stance toward innovation, incentivization and educator pathways.
• 11:24: Cassandra states the need for colleges and universities to make real changes to curriculum, faculty modeling, and field placement in order to ensure teacher candidates are prepared to leverage differences in identity as an asset.
• 14:36: Cassandra shares her hope that educator teaming might accelerate educators’ personal journeys with respect to diversity, equity and inclusion while still emphasizing the need for educator teams to take an intentional approach to doing the work.
• 16:40: Cassandra recommends readings educators might consider before they join her at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College.  

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Follow MLFTC on Twitter at @asueducation. Share this episode with #NextEducationWorkforce.

• 0:59: Nicole describes how MLFTC’s professional experiences looked when teacher candidates worked closely with only one mentor teacher and how the division approached the adoption of a Next Education Workforce model.
• 3:33: Nicole explains how Next Education Workforce models expand students’ networks and help to advance equity for all students.
• 5:37: MLFTC’s paid teacher candidate residency model advances equity for teacher candidates. Nicole shares how it works. 
• 9:59: Nicole describes how Next Education Workforce models prepare teacher candidates effectively for teaching in both traditional and teaming models.
• 12:06: Nicole shares how the College’s approach to supporting teams, schools and districts to adopt Next Education Workforce models is an example of Principled Innovation.
• 13:28: Nicole recommends readings educators might consider before they join her at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College.  

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

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• 1:01: Maria explains why she is at once excited and cautious about Next Education Workforce models and discusses the importance of ensuring change happens in a way that increases equity. 
• 6:01: Maria describes ways the roles of educators and the knowledge, skills and dispositions associated with those roles might shift in the context of Next Education Workforce models.
• 8:13: Maria proposes how she would change teacher and leader preparation.
• 10:11: Maria reacts to the hypothesis that an educator’s first year ought to look different in a Next Education Workforce model.
• 12:40: Maria recommends readings educators might consider exploring before they join her at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College. Check out Learning Policy Institute’s Preparing Teachers for Deeper Learning!

Join Ron for more conversations on improving education in Learning Futures. As host of this podcast, also from MLFTC, Ron interviews colleagues, researchers, education leaders and other guests who share how they're thinking about and addressing the most pressing challenges in education. 

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

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• 1:03: Ron shares his perspective on broader outcomes for students and the importance of creativity
• 3:53: Ron explains why educators need to embrace uncertainty by design rather than overplan students’ school experiences 
• 5:08: Ron makes the connection between teams of educators, community educators and students’ creative agency 
• 7:46: Ron proposes how he would change teacher and leader preparation and development
• 10:29: Ron describes the intersection between his work and diversity, equity and inclusion
• 13:46: Ron recommends readings educators might consider exploring before they join him at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College. 

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

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• 1:04: Richard explains the three big ideas he’ll bring to the convening in January: the association between teacher retention and pre-service education and preparation, the ways in which the teaching force has changed over the last few decades, and the diversity of the educator workforce.
• 3:28: Richard describes the association between pre-service education and preparation and teacher retention. 
• 6:34: Richard shares what he would change about the professional experiences of novice educators.
• 8:26: Richard reacts to MLFTC’s hypothesis about teams of teachers coming around students to improve outcomes for both students and educators and describes the promise he sees in teacher-led, teacher-run schools.
• 11:26: Richard recommends readings educators might consider exploring before they join him at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College. 

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Follow MLFTC on Twitter at @asueducation and follow Carlos at @Carlos_Moreno06. Share this episode with #NextEducationWorkforce.

• 1:26: Carlos explains why he is passionate about issues of educational equity and how he sees the educational system hardening inequality instead of maximizing students’ talents and strengths.
• 3:12: Carlos shares his concern that we may not be adequately empowering educators to identify and address issues of equity for all learners and explains that more action, direct communication and mobilization may be necessary.
• 5:24: Carlos explains some of the ways this moment--the COVID-19 pandemic--might allow us to think more broadly about outcomes for learners and educators.
• 8:34: Carlos recommends reading educators might consider exploring before they join him at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College. 

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Follow MLFTC on Twitter at @asueducation and follow Peggy at @Pbrookins44. Share this episode with #NextEducationWorkforce.

• 1:30: Peggy shares about her professional background, including her vision for the Engineering and Manufacturing Institute of Technology at Forest High School (EMIT), the school she co-founded in 1994.
• 6:59: Peggy shares her perspective around broader outcomes for both learners and educators. 
• 11:29: Peggy proposes educational policy leaders--local, state and federal--should teach while holding their policy roles so that they have a better understanding of what is currently happening in classrooms and communities.
• 13:33: Peggy advocates schools bring community educators into classrooms to share their expertise with students.
• 16:58: Peggy recommends readings educators might consider exploring before they join her at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College. 

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

Follow MLFTC on Twitter at @asueducation and follow Brooke at @StaffordBrizard. Share this episode with #NextEducationWorkforce.

• 1:39: Brooke talks about the importance of measuring a broader set of outcomes in our effort to define “success” for students--outcomes like curiosity, emotional intelligence and flexibility.
• 3:05: Brooke describes the traction she sees in policies connecting mental health and well-being to schools and districts.
• 4:12: Brooke makes the connection between a broader set of outcomes and educational equity: “When we are focusing on equity within the learning environment, thinking about students as whole individuals is critical.”
• 5:26: Brooke describes changes she would like to see in teacher prep and leadership prep programs and describes how we might know whether a teacher’s role is sustainable.
• 7:40: Brooke proposes where we might go to learn more about the identity development of rookie teachers, including Black Teacher Collaborative and PilotEd.
• 8:10: Brooke defines what she sees as the purpose of schooling and describes the framework she developed, Building Blocks for Learning.
• 11:33: Brooke suggests that a team approach to supporting students may offer opportunities for students to connect authentically with educators and describes a partnership CZI has with Nez Perce and the Idaho State Department of Education.
• 12:35: Brooke recommends reading fiction in order to help us develop empathy before they join her at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College. 

Comments? Feedback? Ideas? Drop us a line at edworkforce@asu.edu. 

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• 0:41: Brent connects the Next Education Workforce to his own personal and professional story and contextualizes the question he’s trying to answer: “What if we’ve created an education workforce that smart, caring, thoughtful people can’t really sustain? Can’t really survive in? Aren’t interested in joining in the first place?”
• 1:41: Brent defines the Next Education Workforce: The Next Education Workforce initiative provides all students with deeper and personalized learning by building teams of educators with distributed expertise and empowers educators by developing new opportunities for role-based specialization and advancement.
• 3:22: Brent elaborates on what MLFTC means by a team of educators with distributed expertise.
• 5:27: Brent urges us to expand our definition of “educator” to include members of the community and consider how community educators might positively contribute to the lives of students.
• 7:03: Brent describes how MLFTC is partnering with schools and districts to support the adoption of Next Education Workforce models and describes a few of the lessons MLFTC has learned from the transition to remote learning in the context of COVID-19.
• 8:26: Brent invites listeners to join him at Building the Next Normal, the January 2021 convening hosted by ASU’s Mary Lou Fulton Teachers College. 

More information about the Next Education Workforce can be found online, where you can learn even more about the work to "redesign education for learners and educators".