Existing school facilities, especially legacy buildings that can stifle or impede meaningful 21st Century learning, can be re-organized to improve the teaching and learning experience. Formalizing Communities of Practice and differentiating classrooms to offer a rich palette of learning environments offers a strategy to better support teachers and help them to better engage their students. A 2025 survey of 100 American teachers offered detailed insights into this proposition.
Here is a summary of the study, a focus on the results, and a link to this important on-going survey:
From the Descriptive Headlines:
Almost half of the teachers embraced the re-organization of their school.
An additional quarter of the teachers wanted more information before offering a verdict.
Elementary and High School teachers were the most supportive.
Professionals becoming teachers later in their careers were least supportive.
From the Detailed Findings:
Almost 90% of teachers agreed that a newly organized school would be more engaging for students.
Two thirds of teachers agreed that they would be more effective in a re-organized school.
Early and late career teachers were most supportive of the approach.
Pride as a teacher under the current circumstances predicted support for the proposed re-organization of school.
From the Notable Findings:
The proposed re-organization of their school promised to reduce the isolation teachers often feel.
It also promised to reduce monotony.
It improved connection to the outdoors.
It promised to more powerfully stimulate the senses.
Some Notable Cautions recommending careful attention:
Teachers cautioned that more student interaction and movement could reduce their sense of safety.
More collaboration risked reduced sense ownership and of pride.
Formalizing Communities of Practice risked reducing a sense of agency.
More collaboration and more movement risked reducing the ability to concentrate.