Milwaukee, WI
Opinion: Milwaukee teachers have more to give. Let’s give them the chance. | Milwaukee Neighborhood News Service
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A few years ago, I had a conversation with one of our first-grade teachers that stayed with me.
We were talking about an idea she had for improving reading instruction. She wasn’t looking for recognition. She simply saw an opportunity to help students through a project that could benefit not only her own classroom, but classrooms across our school.
Then she told me what she was doing that summer; she was taking on a side gig at a local business. Here was a brilliant educator who had more to give, yet there was no meaningful way for her to spend part of her summer strengthening her classroom or our school.
Shortly after, I had a similar conversation with one of our second-grade teachers. She had just spent the summer developing research-based spelling resources. The following school year, a new teacher used those materials consistently, and the results were clear. One student began the year unable to spell a simple word like “cat.” By the end of the year, that student was spelling words like “train” and “stream.”
Those two moments stayed with me—one showing what’s lost when ideas stall, the other what’s possible when teachers have the time to bring them to life and share with their colleagues. It reinforced a simple truth: meaningful outcomes at St. Marcus are driven by educators who invest in their students every day.
However, it also highlights the reality we are living in: the ideas don’t run out. The time does.
Creating dedicated time
During the school year, for instance, teachers are planning, grading, communicating with families, and responding to countless needs. There simply aren’t enough hours.
That’s why creating dedicated time for this work matters so much. It’s also where partnerships with organizations like the Northwestern Mutual Foundation are helping make a difference—giving educators the opportunity to bring those ideas to life through funding that provides time, resources and support to develop and strengthen their work.
We have exceptional educators, but until recently, many haven’t had the time or support to bring those ideas forward. That’s a gap we’re beginning to close. Since 2022, the Northwestern Mutual Summer Teacher Grants have supported nearly 200 teacher-led projects, including 11 at St. Marcus, with more than $925,000 in funding—expanding what’s possible for educators across schools like ours.
Across our school, these projects have ranged from curriculum development to hands-on STEM and student support initiatives. These efforts are shaped by school leaders and educators who identify and prioritize the needs of their students, with support from partners helping bring as many of those ideas to life as possible.
I’ve spent the past 24 years at St. Marcus, and in that time, I’ve seen our school grow from about 100 students to nearly 1,300 across three campuses—growth driven by one constant: our teachers.
Priorities
When I became superintendent in 2010, I focused on two priorities: building an exceptional school and expanding access for more students.
We serve a diverse community of students and families, and understand the educational challenges across Milwaukee, but we’ve never believed those challenges define our students. Our goal has always been clear: create a school where children thrive academically, feel safe, and grow in character while building confidence to succeed.
As a Lutheran school, we also believe that every child is created by God with immeasurable worth and potential, and that belief shapes how we invest in both our students and the educators who serve them. We also measure ourselves against the statewide average because we believe our students deserve the same opportunities and outcomes as any child in Wisconsin. Today, our eighth-grade math proficiency exceeds the statewide average, while our eighth-grade reading performance continues to narrow the gap with the state.
Demand has steadily grown, with families seeking schools where their children are known, supported and challenged. Each time we’ve been able to welcome more students, we have done so with purpose, knowing there are more children who deserve that opportunity.
But neither priority becomes reality without outstanding teachers. That’s why I have grown increasingly convinced that one of the most underused resources in education is not a new curriculum or initiative, but the expertise our teachers already bring to the work.
Every educator I know is constantly thinking about how to improve—whether supporting a struggling student or making lessons more engaging. Years ago, before formal programs existed to support this kind of work, we began creating those opportunities at St. Marcus. If a teacher wanted to spend the summer developing a third-grade reading intervention or creating instructional materials that could be shared across classrooms, we sought out donors to help make it possible.
The goal was never just to complete another project. It was to create a pathway for teachers to extend their impact beyond their own classroom.
As support from community partners expanded these efforts, more teachers gained the time and opportunity to develop curriculum, strengthen intervention strategies, and create resources to share across classrooms.
That shift mattered. Strong ideas no longer stayed within a single classroom—they could be shared across grade levels and campuses, strengthening instruction and reaching hundreds of students.
The impact extends beyond individual projects. Today, St. Marcus serves nearly 1,300 students across three campuses and earned the state’s highest 5-star accountability rating. Our students consistently outperform schools serving similar populations. Investing in teachers has become one of the most important drivers of that progress.
The precious gift of time
Partners did not provide our teachers with the ideas; they already had them. They helped create the time and financial support to bring more of those ideas to life.
Take the second-grade teacher. Her initiative and dedication represent far more than spelling. Rather, it shows what is possible when teachers have the time to research, refine, and build with intention, instead of squeezing that work into evenings and weekends. When educators are given the opportunity to go above and beyond, students benefit most.
I have seen something else happen, too. Teachers feel seen and valued. Many would do this regardless because they care about their students and take pride in their profession. But it matters to say, “We see your expertise. We believe your ideas matter. We want to invest in them.” It reinforces that their leadership extends beyond the four walls of their classroom.
As Milwaukee works to improve educational outcomes, we should continue conversations about funding, curriculum, and accountability. Those efforts matter. But we should also ask: Are we fully leveraging the talent already inside our schools? In my experience, the answer is no.
Milwaukee is filled with educators who have more to give. They have ideas worth sharing, solutions worth testing, and expertise that can strengthen instruction for hundreds of students, not just those in front of them each day. Often, they simply need the opportunity.
We have been fortunate to partner with families who believe in our mission, leaders who make thoughtful decisions and organizations that are committed to Milwaukee’s children. But it always comes back to the teachers.
I still think about the educator who planned to spend her summer waiting tables instead of building something that could help students learn. She is not the exception—she is the rule. Milwaukee is full of educators just like her: talented, passionate, and ready to do more. If we want better outcomes for students, we cannot keep asking teachers to do this work on the margins. We need to create the time, support and trust for them to lead, share their expertise and expand their impact.
Henry Tyson is the superintendent of St. Marcus Lutheran School in Milwaukee, where he has served for more than two decades. During his tenure, he has helped grow the school into a nationally recognized leader in urban education while advocating for innovative approaches that expand opportunities for students and strengthen the teaching profession.
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