November 21, 2016
by Barnett Berry
Over the last several months I have had the pleasure of working with eleven graduate students at the University of Kansas. Together we explored how to develop and sustain high quality professional learning communities. It has been a rewarding experience that has included rich dialogue, research, writing, and virtual collaboration. Over the next several weeks three guest posts will be featured in this space chronicling what we have learned and discussed. We hope you will join the conversation by sharing your own ideas in the comments or via social media using #CTQCollab.
January 20, 2017
by Lori Nazareno
In this second blog for the Teacher-Powered Schools Roundtable, Ambassador Sarah Giddings shares about collaboration in her teacher-powered school.
January 4, 2017
Principals are key players in the delicate and ever-evolving ecosystem of a school's culture and growth.
January 2, 2017
by Tricia Ebner
The new year often means making resolutions for personal and professional life. Using #OneWord2017 can be a way to choose an overarching goal for the year. What might you choose as your #OneWord2017?
December 14, 2016
by Bill Ferriter
Over the last several weeks, I've had the chance to connect with some really terrific teachers right here in my own county. That's been a refreshing change of pace for me simply because the majority of people that I've connected with over the course of my time in social spaces have lived hundreds and thousands of miles away. What I'm digging the most is that many of my newest peers are just beginning their blogging journeys.
As a guy who has "been there and done that," I've been offering tons of tips designed to help them find the same satisfaction that I do as a blogger.
December 10, 2016
by Barnett Berry
Self-efficacy is a critical component of teacher development. In this guest post, data scientist and KU graduate student J.J. DeSimone explores why self-efficacy is so important and provides two easy ways to increase the self-efficacy of novice teachers in your school.
November 30, 2016
by Barnett Berry
If we can customize pizza, shouldn't we be able to personalize professional learning? In this first of a series of four posts authored by KU doctoral students, Jeff Manning explores systems-level concerns and proposes solutions around time, professional autonomy, and accountability to advocate for more personalized professional learning for all teachers.
November 11, 2016
by Marcia Powell
It's been difficult for me these last two months, and I haven't been posting much. At first, I thought perhaps it was just the difficulty of an election year, which bombards us with so much information that it is difficult to sort. On reflection, though, I realized I was struggling with a bout of frustration and anxiety regarding school. A teacher leader I met via Twitter years ago has been there for me, and reminded me that there are things I cannot fix immediately.
October 23, 2016
by Julie Hiltz
I spent three days in Orlando last week at the Florida media specialist professional conference, Florida Association for Media in Education (FAME). Being the only person in my position at my school, and having limited access to other media specialists in my district throughout the year, the collegiality and collaboration time I get at this event every year is immeasurable.
September 30, 2016
by Jessica Cuthbertson
One of my teacher friends recently transferred schools. She is teaching the same developmental age group, the same content area, in the same district, at a school less than ten minutes from her previous school.
But that is where the similarities end. These two schools, in reality, are worlds apart.