Third Future Schools is changing the future of education. We specialize in partnering with school districts and departments of education to turnaround chronically failing schools.
A common myth in education is that it takes five years to turnaround a school. Third Future Schools has debunked this myth multiple times by taking a failing school and drastically improving student outcomes in less than two years.
In Odessa, Ector College Prep’s score on the TEA Report Card increased from 58 to 86 under our leadership, making it the highest-performing middle school in Ector County. This mirrors similar improvements in our other schools.
The new education system advanced by Third Future Schools is founded on 8 design principles that are markedly different than those of traditional public education.
Year 2035 competencies are identified for each grade level
Students (grades 2 through 8) take an “Art of Thinking” course that includes critical thinking, information literacy, communications, and problem solving
Students are provided with numerous opportunities during the day to work in pairs or small groups
The school assesses students’ proficiency level in Art of Thinking and Year 2035 competencies with a semester exam and “learn how to learn rubric”
The instructional model is designed to provide scaffolded grade-level instruction followed by highly differentiated instruction every class period. Students who are academically behind are given more time and guided instruction; those who are ahead are challenged.
TFS has a unique instructional model that helps its schools significantly narrow achievement gaps
Teachers provide grade-level instruction to all students with appropriate scaffolding for the first 45 minutes
Students take a “demonstration of learning” each period and are then separated into four groups for further, differentiated instruction
During the second half of class, students work at their proficiency level for that period and the specific objective for the day
The School has a list of requirements for each “Dyad” – 7th/8th grade Dyad; 5th/6th grade Dyad; and 3rd/4th grade Dyad
The Dyad requirements include content knowledge in core subjects, experiences, travel, public service, performance arts, etc.
The School works with students and parents to provide some experiences that align with a student’s passion or interest
TFS schools do not have any vacancies – when a teacher is absent or leaves, Teacher Apprentices and Learning Coaches step into the main teacher role and can provide high quality instruction
The school hires predominantly proficient teachers; new or inexperienced teachers are provided with specific training to improve quickly
Leaders coach on-the-job and continuously
Feedback is provided every day and multiple times a day
Lesson plans, PowerPoints, visuals, DOLs, and differentiated assignments are provided to the teacher in advance
Community members and groups provide expertise and support to fulfill many of the Dyad requirements
Students fulfill some of the Dyad requirements outside of the classroom or school
The average salary is 10 to 15 thousand dollars higher than that of the surrounding districts
The school has a differentiate compensated plan; different positions have a different compensation range
All teachers also receive incentive pay for achieving outcomes
TFS schools are always open on a regularly scheduled day; no snow days or other closures
Teachers receive nine personal days a year and there are no docked days
TFS schools have 185 student-teacher contact days a year
There is an overarching group – Network Board or Council – that keeps the local or state-level boards in check
The Network Board may insist that up to 5% of the budget is spent on innovation as they define it
The CEO contract and Board Bylaws clearly delineate roles and responsibilities and gives full operational control to the CEO