The US Department of Education has issued new guidance to states and school districts, highlighting how federal education funds can be used more flexibly to support innovative teacher workforce strategies and improve student learning outcomes.In a statement issued on Tuesday, the department said existing provisions under Title II, Part A of the Elementary and Secondary Education Act of 1965 (ESEA) allow states to adopt strategic staffing models and other approaches aimed at strengthening educator support and expanding instructional capacity in schools.The guidance comes as school systems across the country grapple with teacher shortages, retention challenges and the need for more effective instructional models.Moving beyond the one-teacher classroomAt the centre of the guidance is the concept of strategic staffing, a team-based approach that replaces the traditional one-teacher, one-classroom structure. Under this model, two or more professional educators share responsibility for a common group of students during the same periods of the school day.“Strategic staffing is an innovative solution for implementing thoughtful designs to improve academic achievement,” said Kirsten Baesler, Assistant Secretary for Elementary and Secondary Education, in the department’s release.She added that rethinking conventional classroom structures can create new opportunities for educators. “By rethinking the traditional teacher-classroom design, we can empower teachers through new flexibilities and greater specialisation to help students reach their full potential,” Baesler said.According to the department, such models also allow teachers to expand their roles, responsibilities and compensation while continuing to work directly with students.Broader use of Title II fundingTitle II funds, which are distributed to states and districts through a formula-based system, are intended to improve the quality and effectiveness of teachers and school leaders. The department noted that these funds can support a range of workforce initiatives tailored to local needs.These include differentiated roles and compensation, enabling experienced educators to take on leadership positions such as mentoring or instructional coaching, with incentive pay for additional responsibilities.Building pipelines and leadership capacityThe guidance also encourages the use of Title II funds for induction and mentoring programmes for new teachers, including structured coaching, classroom observation and feedback mechanisms to strengthen instruction and reduce attrition.In addition, states may invest in educator pipelines through initiatives such as teacher residencies, apprenticeships and “Grow Your Own” programmes to attract and prepare future educators from local communities.Other eligible uses include job-embedded professional learning, team-based collaboration, and school leader development to help schools build and sustain strong instructional teams over time.The department said the guidance is intended to help states and districts make better use of existing federal resources to address long-term workforce challenges in public education.
