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The publication explains what “teacher-powered” means, outlines 15 areas of teacher autonomy—ranging from selecting and evaluating colleagues to budgets, learning programs, schedules, policies, and assessment—and connects these practices to guiding principles, collaborative leadership research, and examples from teacher-powered schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-powered-schools-introduction/583581/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-powered-schools-introduction/583581.png","ImageObject",300,407,{"name":92,"@type":93},"Jacob","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “teacher-powered” mean in this publication?","Question",{"text":112,"@type":113},"It refers to educator teams with autonomy and authority to make final decisions at their school site in areas impacting student success, using collaborative leadership and professional partnerships.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the 15 areas of teacher autonomy covered?",{"text":117,"@type":113},"They include selecting and evaluating colleagues, setting staff patterns, selecting leaders, determining budgets and compensation, deciding learning programs, setting schedules, setting school policies, and multiple governance and performance responsibilities.",{"name":119,"@type":110,"acceptedAnswer":120},"How are teacher-powered practices expected to affect student learning?",{"text":121,"@type":113},"The publication states that current research indicates a resounding positive impact on student learning and student achievement, while noting more research is still being developed to understand nuances.","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},583581,1792165428,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","teacher-powered practices  \nHow teacher teams collaboratively lead and create student-centered schools.  \nteacher  \npowered  \nschools  \nTable of Contents  \nIntroduction  4  \n1. Keep Students at the Center of Decision-Making  8  \n2. Meaningfully Involve Families and Communities  13  \n3. Honor Student Voice and Choice  17  \n4. Cultivate a Collaborative Culture  22  \n5. Embrace Transparency in Decision-Making  28  \n6. Create Shared Leadership Structures  33  \n7. Reimagine and Rotate Leadership Positions  37  \n8. Engage in Peer Observation  41  \n9. Take On a Learner Mindset  45  \nTeam Resources  49  \nConclusion  51  \nAppendix  53  \nWe want to share our sincere appreciation for the many schools and educators who graciously offered their time, expertise, and perspectives to this publication. Thank you.  \nThe Teacher-Powered Schools Initiative is a project of  \nWritten by Amy Junge | Designed by Marcus Penny  \nIntroduction  \nWhat is teacher-powered? We get asked this question a lot. Teacher-powered is our language for educator teams that have autonomy and authority to make final decisions at their school site in areas impacting student success. Teacher-led, professional partnerships, collaborative leadership—these are other similar terms. To better understand teacher-powered, we look at these three areas:  \n1. The team’s autonomy arrangement1;  \n2. Which of the  15 areas of autonomy2 the team uses; and  \n3. The practices teams use to implement their autonomies—which is the focus of this publication.  \nThere is no one way todo or be teacher-powered.  \nWe know of approximately 150 teacher-powered schools3 around the country and estimate that there are upward of 200 who use this type of governance model. There are also over 75 teacher-powered teams in various stages of development or working on converting their existing school to teacher-powered. Each of these teams does teacher-powered differently because each team has the authority to create unique student-centered learning environments for their students. This isn’t a model that can be replicated; rather, it has guiding principles that help teams design leadership structures that best meet the needs of their staff and their students.  \n1 [https://www.teacherpowered.org/inventory/](https://www.teacherpowered.org/inventory/)[ ](https://www.teacherpowered.org/inventory/)arrangements  \n2 [https://www.teacherpowered.org/inventory/](https://www.teacherpowered.org/inventory/)[ ](https://www.teacherpowered.org/inventory/)autonomies  \n3 [https://www.teacherpowered.org/inventory](https://www.teacherpowered.org/inventory)  \n15 Areas of Teacher Autonomy  \n1. Selecting colleagues  \n2. Transferring and/or terminating colleagues  \n3. Evaluating colleagues  \n4. Setting staff pattern (including size of staff; allocation of personnel among teaching and other positions)  \n5. Selecting leaders  \n6. Determining budget  \n7. Determining compensation, including leaders  \n8. Determining learning program and learning materials (including teaching methods, curriculum, and levels of technology)  \n9. Setting the schedule (of classes; of school hours; length of school year)  \n10. Setting school-level policies (including disciplinary protocol, homework, etc.)  \n11. Determining tenure policy (if any)  \n12. Determining professional development  \n13. Determining whether to take, when to take, and how much to count district/EMO/ authorizer assessments  \n14. Assessing school performance according to multiple measures (not only a mean proficiency score)  \n15. Determining work hours  \nWe’ve previously written extensively and created resources about the guiding principles (Trusting Teachers With School Success4, Discussion Starters, Steps Guide, etc.) . Trusting Teachers illustrates how teacher-powered teams emulate high-performing organizations. Not only do these teacher-powered teams create high-performing structures, they also have a high-performing mindset which contributes to creating successful schools for students ","cbCaikpfapROW5xs","https://ap.wps.com/l/cbCaikpfapROW5xs","pdf",1830631,56,"English","# Introduction\n## Keep Students at the Center of Decision-Making\n## Meaningfully Involve Families and Communities\n## Honor Student Voice and Choice\n## Cultivate a Collaborative Culture\n## Embrace Transparency in Decision-Making\n## Create Shared Leadership Structures\n## Reimagine and Rotate Leadership Positions\n## Engage in Peer Observation\n## Take On a Learner Mindset\n## Team Resources\n## Conclusion\n## Appendix","[{\"question\":\"What does “teacher-powered” mean in this publication?\",\"answer\":\"It refers to educator teams with autonomy and authority to make final decisions at their school site in areas impacting student success, using collaborative leadership and professional partnerships.\"},{\"question\":\"What are the 15 areas of teacher autonomy covered?\",\"answer\":\"They include selecting and evaluating colleagues, setting staff patterns, selecting leaders, determining budgets and compensation, deciding learning programs, setting schedules, setting school policies, and multiple governance and performance responsibilities.\"},{\"question\":\"How are teacher-powered practices expected to affect student learning?\",\"answer\":\"The publication states that current research indicates a resounding positive impact on student learning and student achievement, while noting more research is still being developed to understand nuances.\"}]","teacher-powered schools - Introduction | PDF",1792047782,141]