Our goal: All children have access to educators who empower them to reach their full potential.

Teachers are the most important school factor driving student outcomes. Yet they often work in systems that lack the necessary resources and support to help students unlock their potential.

Our Exceptional Educators portfolio empowers teachers to become exceptional educators by providing them access to evidence-based preparation, high-quality instructional resources, and ongoing professional learning and leadership opportunities.

Our Learnings

Teachers are the biggest within-school factor impacting student achievement.

Typical teachers can achieve extraordinary results.

Instructional resources are the second biggest in-school factor impacting student achievement.

Teacher social capital, more than teacher experience, predicts student achievement gains.

Teachers of color improve student learning outcomes.

Professional learning is an effective way to improve teacher performance.

Grantee Spotlight

Learn more about some of the work funded by the Exceptional Educators portfolio.

A teacher works with students. Image provided by Public Impact's Opportunity Culture.

Public Impact’s Opportunity Culture

Empowering all teachers to achieve extraordinary results in America’s public schools.

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Alder Graduate School of Education

Expanding the teacher pipeline and increasing teacher effectiveness through residency models.

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Providing educators a way to identify the highest quality instructional materials for their students.

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Portfolio Details

Our Approach

Scale teacher professional learning programs that increase access to high-quality instructional resources and provide ongoing opportunities for leadership and development.

Our Approach

Build the evidence base for practices that result in effective teacher preparation and improvement.

Our Approach

Build state and district demand for high-quality instructional resources and teacher professional learning.

Our Approach

Support organizations that aim to recruit high-quality, diverse candidates and retain them through evidence-based, context-aware preparation.

Teachers write on the whiteboard in a training session. Image provided by Relay Graduate School of Education.
Teachers applaud in a professional learning session. Image provided by Relay Graduate School of Education.
Teacher speaks to her classroom. Image provided by EdTrust.
Teacher gives students a high five as they wait for their bus. Image provided by Public Impact's Opportunity Culture.

Geographic Reach of Portfolio

Our Questions

What are the most vital elements for teachers to learn in teacher prep? What implications does this have for teacher prep design?

How do we support teacher pipelines that are rigorous, accessible, and acknowledge systemic issues that create more barriers for some teachers than others?

How do we ensure that every child has access to rigorous and relevant curricula?

How do we ensure all teachers are aware of, understand, and implement learning science-based practices that work to improve student learning?

How do we combine a rigorous curriculum with technology to accelerate learning for children who have fallen behind grade level mastery?

Page Data Sources:

Backes, B & Hansen, M. (2018). Reaching Further and Learning More? Evaluating Public Impact’s Opportunity Culture Initiative. CALDER Working Paper No. 181.

Bhatt, R., & Koedel, C. (2012). Large-Scale Evaluations of Curricular Effectiveness: The Case of Elementary Mathematics in Indiana. Educational Evaluation and Policy Analysis, 34(4), 391-412.

Chetty, R., Friedman, J., & Rockoff, J. (2014). Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. The American Economic Review, 104(9), 2633-2679.

Daly, A. J., Finnigan, K. S., Johnson, S. M., Kraft, M. A., Leana, C. R., Papay, J. P., Pil, F. K., Ronfeldt, M., & Spillane, J. P. (2016). The Social Side of Education Reform. Albert Shanker Institute.

Gershenson, S., Hart, C. M. D., Lindsay, C. A., & Papgeorge, N. W. (2017). The Long-Run Impacts of Same-Race Teachers. IZA Institute of Labor Economics, (10630).

Kraft, M. A., & Papay, J. P. (2014). Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. Educational Evaluation and Policy Analysis, 36(4), 476-500.

Rivkin, S.G., Hanushek, E.A., Kain, J.F. (2005). “Teachers, schools, and academic achievement”. Econometrica 73 (2), 417–458.

Yoon, K. S., Duncan, T., Lee, S. W., Scarloss, B., & Shapley, K.L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers, (33), 1-55.

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