In his report, “Teacher Leadership and Deeper Learning for All Students,” Berry profiles a public high school in Los Angeles serving a high-needs population. And when teachers decide together on the vision and strategy to reach all students, they are often more invested and excited by the change they are creating from within. While the hybrid roles that teachers play at teacher-powered schools may seem like a lot of work, they give teachers the power to decide what programs, textbooks, software, etc., should or should not be used in order to make space for the community’s vision. Many times those same educators still try and do what they believe is right for students and communities in addition to what's required by all the mandates, a recipe for burnout. “A lot of teachers and principals are exhausted because so much is mandated from afar,” Berry said. The most clear examples of teacher leadership transforming schools come from dozens of teacher-powered schools around the country, where teachers are both in the classroom and making crucial decisions about curriculum, leadership roles and discipline. “I’ve been around for a long time and I’ve seen teachers support each other to develop the agency, confidence and skills in a very short time to do some remarkable things,” Berry said.
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