Funded by the Stuart Foundation, and led by a research team from University of South Carolina and UCLA, the case study of Surrey Schools and Anaheim Union High School District describe in rich detail how top-level school leaders enable teachers to create the learning environments and experiences that support students’ holistic well-being and prepare them for our rapidly changing world.
The study, led by Barnett Berry (USC), Natalie Fensterstock (UCLA), Marisa Saunders (UCLA), and Peter Moyi (USC) explores the conditions and practices across each district—the established drivers and the promising accelerants—that support teachers as learners, innovators and designers. The study comes at the time when policy leaders and educators are looking to rethink the job of teaching to address teacher shortages while also accelerating new models of teaching and learning in the third decade of the 21st century.
Read Beyond Teacher Leadership: The Role of Teachers as Learners, Innovators, and Designers for Whole Child Education [pdf]
Also read our policy brief — which summarizes major findings and points to what policy leaders can do to support teachers as learners, innovators, and designers for a system of whole child education.
Watch this short video on why a new brand of teacher leadership is essential for whole child education – and what a system of leading teachers looks like in two innovative school districts- one in Surrey, British Columbia and Anaheim, California.
Watch this short video to learn from teachers and administrators from Surrey, British Columbia and Anaheim, California as they lead together in developing a system of leading teachers for whole child education.