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Teacher-Led Schools (Cameron (Results (Teachers’ Perception of Change…

- - - - Although assessment scores, video tapes, document collection, and interviews with students and teachers were focused on the effect of assessment at first, we expanded the study to examine broader changes in the physical education program.
      - Permission was granted for researchers to observe, videotape, and interview during regular physical education classes.
    - - Throughout the study, researchers maintained engagement and continued to gather data including class observations, student assessment results, program documents, plan books, and informal interviews.
    - - These data included transcripts from two rounds of teacher and student interviews (2008 and 2012), grading policies, field notes, teacher journals, professional presentation materials, and teacher documents (e.g., block plans, handouts).
  - - - “This idea that physical educators perceive their role in school to be teachers responsible for important content that students will learn and enjoy is at least equally important to change as receiving external accolades for being innovative.” (Cameron, et al., 2016, p. 47)
    - - Teachers took the initiative and responsibility to adjust not only grading but also physical education content programming based on data collected from their students.
    - - Field notes written during class observations indicate extremely high rates of participation with no notes on students sitting out, and many entries refer to high percentages of students showing on-task behaviors.
    - - One important student perspective relates to understanding what is expected to earn a good grade.
- - - - Strong support among teachers and the public for Teacher-Powered Schools
        
        “The American public is ready to know how teachers can transform public education. A new national opinion survey, commissioned by Education Evolving, a Minnesota-based education policy design and advocacy group, and conducted by Widmeyer Communications, a Finn Partners Company, found that 91 percent of Americans believe teachers should have a “great deal” or at least “some” authority in their schools” (Education Evolving, 2014, pg. 5).
        
        “Surprisingly, the public is even more enthusiastic about such arrangements than teachers are, likely because teachers report a healthy amount of skepticism regarding transformation of their field. Still, an overwhelming 78 percent of teachers say teacher-powered schools are a good idea, and 1 in 5 teachers say they are ready to implement teacher-powered schools today” (Education Evolving, 2014, pg. 6).
        
        Communities create conditions for Teacher-Powered Schools
        
        “Teacher-powered schools harness the collective wisdom, expertise, and experience of the many different stakeholders in K-12 public education — including principals and local school leaders who act in service to the teachers” (Education Evolving, 2014, pg. 7).
      - “Teacher-powered schools can alleviate the tense political landscape because, when teachers share full responsibility and accountability for school success, they address the many hot-button teacher policy issues themselves.” (Education Evolving 2014, p. 3)
    - - “The research also included a series of focus groups among teachers. Focus group participants imagined the impact they could have if given the opportunity to make meaningful decisions in how their schools are designed and operated. They cited more consistency among classes, the ability to find the best programs, setting policies and schedules that work, better representing the interests of students, and saving money for the district in the long run” (Education Evolving, 2014, pg. 6).
  - - - "teacher-powered schools gives teachers the opportunity to address in innovative ways the quality of entrants to the profession, tenure policies, evaluation, achievement, and assessment".
        
        "They are proof that characteristics of high-performing cultures need not be mandated from the top but can be created by the teachers who take the initiative and make teacher-powered schools happen."
    - - “Ever since the 1983 report “Nation at Risk” sparked broad concerns over the quality of education in the United States, local, state and federal policymakers have mandated various versions of new standards, more testing, and more accountability intended to raise student achievement and close achievement gaps” (Education Evolving, 2014, pg. 4).
      - "These policies, combined with state accountability measures required under the federal No Child Left Behind Act, have limited teachers’ professional autonomy to make the best decisions on behalf of their students.3 The study noted that seasoned teachers often report that they can no longer teach a rich and varied curriculum because of fears their students’ test scores will suffer – their own fears, that their principals’ fears, and their district and state leaders’ fears. Teachers are at the bottom of a hierarchical leadership pyramid, and each level of leadership imposes a new layer of accountability upon them, without providing teachers with commensurate autonomy. In short, teachers are being held accountable for the outcomes of decisions they do not make." Education Evolving, 2014, Pg. 4
      - "Teacher-powered schools offer teachers a new deal: we will offer you collective authority if, in turn, you accept collective accountability."