TL 25

Fulfilling Teachers: Jobs to be Done

Global/Emerging Issues

Many initiatives to develop teachers’ practices struggle to move the needle on student outcomes. The problem is often not a lack of sound instructional approaches, but a failure to account for the actual progress that teachers are already trying to make in their lives and with their students. Learn how researchers at the Christensen Institute interviewed and surveyed teachers to understand why they adopt new teaching practices. Explore their “Jobs to be Done” theory, which informs four different jobs—or reasons—that motivate teachers to change how they teach.