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It reviews decades of policy trends emphasizing standardized testing and compliance, highlighting teacher frustration, stress, and low autonomy. Using survey and research findings, it argues that student learning improves when teachers lead schoolwide decisions and govern schooling. 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This focus treats teachers as problems to fix rather than leveraging their expertise and leadership potential.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence does the article cite about teacher frustration and stress?",{"text":117,"@type":113},"It references a 2013 Scholastic poll showing most teachers want to “make a difference,” while many report constantly changing demands as their top challenge. It also cites reports and surveys indicating rising perceptions of low autonomy and that many teachers experience stress and feel disengaged.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article define teacher-powered schools and what benefits does it claim?",{"text":121,"@type":113},"It presents teacher-powered schools as a school governance model where teachers serve as agents of change rather than targets of policy. It argues that allowing teachers to make significant schoolwide decisions supports student learning and strengthens educators’ leadership, engagement, and professionalism.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590547,1792166077,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Leadership for Teaching and Learning  \nHow Teacher-Powered Schools Work and Why They Matter  \nBy Barnett Berry and Kim Farris-Berg  \nS  \nince 1996, teaching quality has dominated school reform conversations. That year, the National Commission on Teaching & America’s Future called for a comprehensive approach to teacher development.1 The commission  \nadvanced five major recommendations to overhaul the profession, which, taken together, reflected the need to design schools that could escalate the spread of teaching expertise.  \nBut over the past 20 years, federal and state reforms have drawn on heavy-handed attempts to close the achievement gap through  \nBarnett Berry is the founder and CEO of the Center for Teaching Quality (CTQ). A former high school teacher, RAND Corporation social scientist, and South Carolina Department of Education official, he is the author of numerous publications, including Teacherpreneurs: Innovative Teachers Who Lead but Don’t Leave, coauthored with Ann Byrd and Alan Wieder. Kim Farris-Berg is a research consultant for CTQ and the lead author of Trusting Teachers with School Success: What Happens When Teachers Call the Shots, from which parts of this article are drawn.  \ntop-down management of teachers.* Such approaches have often included high-stakes accountability systems that mandate what to teach and how to teach it and that evaluate teachers on the basis of annual standardized test scores.2 In short, policymakers have focused on fixing teachers more than on maximizing their expertise and leadership potential.  \nNo wonder classroom teachers across the nation are frustrated. In a 2013 poll by Scholastic, nearly all participating teachers responded that they teach in order to “make a difference in the world,” yet more than 80 percent reported that the number one challenge they face is the “constantly changing demands on teachers and students,” surely reflecting the onslaught of teacherfixing initiatives.3  \nOne of teachers’ greatest sources of frustration is their lack of authority to determine how to meet those demands in ways that  \n*For more on the intersection between top-down policy and teacher professionalism, see “Escaping the Shadow” in the Summer 2015 issue of American Educator, available [at www.aft.org/ae/summer2015/mehta](at www.aft.org/ae/summer2015/mehta).  \nILLUSTRATIONS © I STOCK PHOTO .COM  \nAMERICAN EDUCATOR | SUMMER 2016 11  \nwill benefit students. A 2015 report from the U.S. Department of Education found that between the 2003–2004 and 2011–2012 school years, the proportion of teachers who believed they had low autonomy increased from 18 percent to 26 percent. The perceptions of low autonomy were particularly pronounced among teachers who work in cities and with low-income populations.4  \nIn a 2015 survey conducted jointly by the American Federation of Teachers (AFT) and the Badass Teachers Association, 73 percent of the 30,000 teachers surveyed reported that they “often”experience stress at work. These respondents, the survey found, are unlikely to have the authority to make decisions on their own or to be able to count on their managers for support, and they are likely to leave work physically and emotionally exhausted.5 Similarly, a 2014 Gallup poll revealed that only 31 percent of U.S. teachers are actively “engaged” in their jobs, scoring “dead last” among 14 occupational groups in agreeing with the statement that their opinions count at work.6  \nBut there is a growing movement to transform the profession with teachers serving as the agents of change—rather than being the targets ofit. Simultaneously, growing numbers of policymakers are becoming aware that deeper learning outcomes for all students will only be achieved with their teachers leading the transformation of schooling.7  \nA convergence of research also supports the benefits to students when teachers can make significant schoolwide decisions. In this article, we present teacher-powered schools as one notable school g","cbCaib5RRHBcNhq3","https://ap.wps.com/l/cbCaib5RRHBcNhq3","pdf",218340,"English","# Leadership for Teaching and Learning\n## The History of Teacher-Powered Schools","[{\"question\":\"Why does the article argue that current reforms often undermine teacher leadership?\",\"answer\":\"It says many reforms rely on top-down management and high-stakes accountability that dictate what and how to teach, using standardized test results to evaluate teachers. This focus treats teachers as problems to fix rather than leveraging their expertise and leadership potential.\"},{\"question\":\"What evidence does the article cite about teacher frustration and stress?\",\"answer\":\"It references a 2013 Scholastic poll showing most teachers want to “make a difference,” while many report constantly changing demands as their top challenge. It also cites reports and surveys indicating rising perceptions of low autonomy and that many teachers experience stress and feel disengaged.\"},{\"question\":\"How does the article define teacher-powered schools and what benefits does it claim?\",\"answer\":\"It presents teacher-powered schools as a school governance model where teachers serve as agents of change rather than targets of policy. It argues that allowing teachers to make significant schoolwide decisions supports student learning and strengthens educators’ leadership, engagement, and professionalism.\"}]","Leadership for Teaching and Learning - How Teacher-Powered Schools Work and Why They Matter | PDF",1792069859]