eric.ed.gov har udgivet:
This brief shows how middle and high school teachers in a Time-Technology Swap school model, with or without Multi-Classroom Leaders, may earn more while reaching more students, sustainably. In this model, students alternate between learning with teachers and working in a digital learning lab, where they learn online and engage in offline skill practice, homework, and project work. This frees the time of teachers to teach more students, plan, and collaborate with their peers in teaching teams. Teaching teams may also have Multi-Classroom Leaders, excellent teachers who are accountable for the outcomes of all the team’s students in a subject and for team members’ job-embedded development. Calculations are shown of when students learn online every other day in core subjects, spending a maximum average of two hours daily in a digital learning lab. In this model, core teachers reach 50 percent more students. Students are 50 percent more likely to have excellent teachers in all four core subjects (math, English language arts, science, and social studies subjects), and far less likely to have ineffective teachers. Teachers extending their reach gain an average of five to 15 new, additional periods weekly of non-teaching time to plan instruction collaboratively with peers, review student work, and learn on the job. Teachers may use some of these periods to pull small groups out of the lab for targeted instruction. By teaching more students and achieving excellence in teams, teachers can earn more from existing per-pupil funding, even after costs of technology and new paraprofessional support. Calculations of savings and costs from this model show how secondary schools could increase teacher pay between 20 and 26 percent, and Multi-Classroom Leader pay by up to 67 percent, without increasing class sizes and within available budgets. Schools may choose to pay all teachers more, within budget, while still paying those who extend their reach even more.