This study evaluates an innovative, team-based model of organizing teaching staff in elementary and secondary schools called the Next Education Workforce™ (NEW) initiative. The objective of the NEW initiative is to offer a viable and practical alternative to the long-criticized conventional classroom model of individual teachers each with their own classroom. In contrast to this traditional one-teacher, one-classroom approach, the NEW model integrates teams of teaching staff who share a roster of students, share multiple learning spaces, and collectively plan their teaching program with the aim of providing student-centered instruction. The model was designed at Arizona State University and first implemented in 2018 in partnership with two local school districts. The data for this study are from our statistical analyses of a survey of teachers in one of those districts, combined with district administrative records. In this study we examine whether NEW Team members have implemented key elements and practices associated with the NEW model and to what extent this varies across different types of teachers and schools. In addition, we focus on a key component of the NEW model— that teams are provided with professional-like decision-making authority in regard to the design and implementation of the NEW model—and we investigate the level of authority NEW Team teachers hold. Finally, we assess whether NEW Team membership and teacher authority are related to teacher turnover—the departure of teachers from their schools or from teaching altogether. Our analyses show that the overwhelming majority of teachers on NEW Teams, across different types of teachers and schools, reported that they and their Team have implemented key elements of the NEW model. The data also show that NEW teachers are more likely to report they have authority than non-NEW teachers. In addition, we found that, after controlling for other factors, NEW Team members are less likely to depart from their schools or districts. Similarly, teachers with more authority are less likely to depart than teachers with less authority. Finally, our analyses found a strong interaction and synergy between NEW Team membership and teacher authority. The relationship between turnover and NEW Team membership strengthens as the latter’s level of authority increases. Our findings, based on a limited, non-random sample of descriptive, non-causal data, suggest that the NEW model of team-based staffing is related to increased retention of teachers and that an essential component of the NEW model is the degree to which teachers are able to wield professional-like authority in regard to educational decisions.