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Key Points
j-ust as schc:.ols ye .ch a ieo to run tneper.: I -ly :.fd' t er.. sc-ouid receivie-
charters to run dlassrooms independetly of scK ooIs,
It a-,_i.orr to providing tmada.rs wih re au o, my; rcr er ta e.-her K,., ,'uId give farnilies
the oportunityto.:ect nthe sHool their child 2tt- u :.rd t.s e indd uI who guides
Teir -.- 1 Qeam and devel, rmert
, CKa, Ier 'reacher paocwes coid elevem Vhe meachng profession, h-,lp retain aiented
educkors by gnO thern contro and ageny over the-r own cmasrooms arid careers,
arn.d attract .ew geneation xeducator prey )usvy dsenchar..ed byt te irea ovvor kpg
in a-rgc - re b crraicy.
Despite decades of policy initiatives at all levels of
government, education advocates and poW vmakers
have vet to find a way to catalyze the most inportant
in-schoo factor fQ:r student learning: the classnoom
teacher. TNTP has documented the pervasive
neglect of the na.onat s best teachers1 Frederick
Hess has shown just how ease and cony non it is for
a web of rules and prcesses to stymie teachers'cre-
ativity and entreprenK-urtallsu. And EdChoice's
2019 Schooling n Anerc'a u ve indicates that
fewer than one in four teachers would recommend
dl profession to others.3
What if we unleashed the ta.e.'., -passion, and
initiative of individual teachers t more ficxiblv
cultivate individual sttudeots' fc <tential Just as
schools receive charters to run independently of
districts, tac ,ns could recerve charters to ton
classrooms independiently of schools. In, addition
to providing teachers wvith more autonomy, doing
so would give families the opportunity to select
not the sch.ol their child attends but the indlutia?
1,;no g d heire c]id's learning and dcvclpmcnct.
There are many ways to translate this idea iuto
policy and practice. One approach would be for
state-level leaders to establish a process for teach-
ers to appy for a charter and becone charter
teachers. Once approved, teachers could develop
and communicate theirvision for st-dents' day-ta-day
classroouc experience and their own pedagogical
approach to farniies. Families could consider this
information, alongside i.fbruation from various
public and private sources, and identify and select
teachers far their children.. 'i'o , qizetf-l eutuble
access, aimiies could then enroll their children
throcugh a transparent pro,.ess alin to charter
school lotteries.
Empowertg failieniis with chiAce at tOe indi-
sddual teacher level may soumd like a pipe dream,
but, in fact, similar configtrations of teaching and
learning already exist. Alongside numerous tutor-
ing organizations, such as Kutnon, and online
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