U.S. Department of Education Highlights Flexibility in Federal Education Funding to Support Innovative Teacher Workforce Strategies in the States

The U.S. Department of Education today sent guidance to states and districts, emphasizing existing flexibilities under the Elementary and Secondary Education Act of 1965 (ESEA) to use Title II, Part A (Title II) funds to implement innovative teacher workforce strategies, including strategic staffing models. These strategies are designed to improve academic achievement and student outcomes by strengthening educator support and expanding instructional options.

"Strategic staffing is an innovative solution for implementing thoughtful designs to improve academic achievement," said Assistant Secretary for Elementary and Secondary Education Kirsten Baesler. "By rethinking the traditional teacher-classroom design, we can empower teachers through new flexibilities and greater specialization to help students reach their full potential. These models also give teachers the ability to grow in their role, responsibilities, and compensation without leaving the classroom."

Background:

Strategic staffing is a team-based approach to school staffing that replaces the traditional one-teacher, one-classroom model. Through this model, at least two professional educators share responsibility for a common roster of students during the same blocks of time in the school day.

Strategic staffing can take different forms based on local needs. Title II funds, which are provided by formula to states and districts, can offer flexibility to support establishing these models. Examples include:

• Differentiated Roles and Compensation: Creating leadership roles for effective educators and offering incentive pay for added responsibilities like coaching or leading teams;

• Induction and Mentoring for Novice Educators: Supporting novice teachers through structured coaching, observation, and feedback systems to reduce attrition and strengthen instruction;

• Educator Pipelines: Building teacher pipelines through programs like residencies, apprenticeships, and Grow Your Own initiatives to attract and prepare future educators;

• Job-Embedded Professional Learning and Team-Based Collaboration: Supporting job-embedded professional learning and team-based collaboration, such as planning together, analyzing student data, and aligning instruction; and

• School Leader Development: Preparing leaders to build and sustain instructional teams and foster continuous professional learning.

Title I funds may also be used for these activities in schools that operate schoolwide programs. For more guidance on Schoolwide Program flexibilities, click here.

Read the full Dear Colleague Letter on Strategic Staffing here.