Why Does the ELP Model Work?

Our professional support model for New Teachers (the ELP model for short) was designed to help them become stronger in their teaching practice and last longer in the profession. 

By achieving these two simple but critical goals, everyone wins: Teachers and their individual school communities, school districts that no longer have to waste valuable resources on constant teacher recruitment, and students who enjoy improved learning.

Why does the ELP model work?

As we wrote in September, the data collected during our two-year pilot program proved that the ELP model works. When we asked ourselves why, we realized that three key differentials set our model apart.

ELP helps teachers master teaching

How do teachers master teaching?

The general theory is that mastery comes from iterative learning in the classroom and professional development provided by the school district.

However, teachers have told us that often school districts cannot focus on New Teachers improving their practice because of their regulatory and compliance requirements.  

Teachers have also complained that the topics covered by the professional development workshops and conferences they are sent to are almost never aligned with what they actually need. This is often due to school board policies or state mandates. These shortcomings are not purposeful, and they are often out of the hands of school principals and district superintendents. 

Some school districts do provide New Teachers with mentors. But because these mentors are employed by the district, mentors are often perceived to be connected with job evaluations. As a result, New Teachers don’t often ask for help or open up about their struggles.

ELP completely disconnects job evaluations from mastering teaching practices. Because our Virtual Instructional Coaches (focused on teaching practice) and In Person Mentors (focused on acclimation to the school environment) are presented by the teacher’s union, New Teachers can have more authentic conversations about their challenges, leading to quicker improvement.  

The payoff is greater competence and confidence in teaching, leading to improved student learning.

ELP has a singular focus on New Teachers

School principals and curriculum specialists have multiple responsibilities and cannot possibly focus exclusively on New Teachers’ needs. 

By contrast, ELP’s coaches and mentors are only responsible for supporting New Teachers in whatever way they need at the moment. They are not beholden to regulatory requirements or compliance checklists. They simply show up and listen.

We are the only ones who have the capacity to provide this level of individualized support.

Through our partnership with teachers’ unions, ELP creates pools of exemplary and experienced teachers by subject matter and grade level. New Teachers choose their coach based on the experience and expertise that are relevant to them. This automatically increases the odds for a strong relationship from the start. 

Again, we are the only ones who can deliver this trusted support; school districts cannot create a pool of teachers statewide. 

ELP supports increased teacher ownership of teaching practice

As a teacher-focused and union-led program, our model has a broader base of teacher ownership from both the local union leadership and exemplary, experienced teachers in the state.

We develop teacher ownership by helping teachers build professional relationships and tap into existing assets among teachers and in their schools. Meanwhile, we work to improve the model and ensure all participants learn new practices and tools they can apply throughout their career.

And, our model relieves administrators of the full burden of providing professional development.

A note about “existing assets”: 

We believe the theory that in every setting and community, our fellow humans have knowledge we can tap into. ELP’s model naturally encompasses that theory.

For example, a New Teacher might say to their In-Person Mentor, “I am struggling with parent-teacher conferences.” The mentor responds by helping the New Teacher identify and learn from another teacher who has a reputation for forming good relationships with families. 

Using existing assets is not always about spending money - but it could be. Let’s say a New Teacher has four students who don’t have winter jackets. She might ask her mentor for help identifying a food pantry or other community organization that provides winter coats, hats, and gloves to those in need. 

Are you an innovative, courageous leader?

If you’d like to learn more about how ELP can positively impact your school or district, reach out!