Are “Teacher Professional Partnerships” a viable career ladder option?
Dear Teachers,
During a school day, have you ever wondered, silently or aloud, any of the following statements:
1) There’s a more effective way of doing ____________________,
2) If we could only change ____________________.
3) I wish we could start doing ____________________.
If you answered ‘yes’ to these statements, then this message is for you.
Perhaps, there is a more effective way. Perhaps, we can change ______________________. Perhaps, we can start doing ______________. What on earth am I talking about? I’m talking about teacher autonomy via Teacher Professional Partnerships (TPPs).
What are TPPs?
According to Education Evolving, a project venture of the Center for Project Studies, Teacher Professional Partnerships (TPPs) are “formal entities, organized under law (partnerships, cooperatives, limited-liability corporations, etc.), that are formed and owned by teachers to provide educational services.” The TPP approach requires its member (teachers) to collectively manage the school. Rather than place all the administrative burdens at the principal’s doorstep, TPP teachers must perform all school-specific administrative tasks. In addition to sharing administrative responsibilities, TPP teachers also share accountability for the overall school’s performance, and each individual student’s achievements. (For example, click here to view Boston’s Pilot School/Horace Mann Schools Network’s 5 principles of Autonomy and Accountability).
Click here for a brief historical overview on U.S. schools with teacher autonomy
How are TPPs structured?
Teachers can use a variety of legal arrangements to form TPPs. Although there are ten distinct TPP arrangement types, eight are “formal.” These formal arrangement types include:Are “Teacher Professional Partnerships” a viable career ladder option? | EdCentrist:
