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All members of CTQ's virtual community can interact with one another in the main Collaboratory group. But our community also includes smaller groups (we call them Labs) for focused discussion and action.

Teacher-Powered Schools

Teacher-Powered Schools

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CTQ

Steps to Creating a Teacher-Powered School

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Posted December 18, 2014 at 6:30 pm by CTQ

Explore this how-to guide with more than 250 resources and instructions for designing, running, and maintaining a teacher-powered school.

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School Redesign

Peer Evaluation Rubric from a Teacher-Powered School

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Posted May 22, 2014 at 10:45 pm by School Redesign

In some teacher-powered schools, teachers who have complete autonomy over evaluation methords invite feedback on teachers' performance from multiple sources, including peers, students, and parents--and all of it is considered part of teachers' evaluation. EdVisions Off Campus is one of those schools. 

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School Redesign

Teacher-Powered Schools: 14 Areas of Collective Autonomy

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Posted May 22, 2014 at 9:35 pm by School Redesign

Kim Farris-Berg, Edward J. Dirkswager, and Amy Junge originally identified ten potential areas of autonomy when conducting research for Trusting Teachers with School Success: What Happens When Teachers Call the ShotsThat list was developed from research about school decentralization and autonomy by Fordham Foundation, William Ouchi of the Anderson School of Management at the University of California, Los Angeles, and RAND Corporation.

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School Redesign

Teacher-Powered Schools: Generating Lasting Impact through Common Sense Innovation

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Posted May 14, 2014 at 10:48 pm by School Redesign

In this groundbreaking national opinion study, Education Evolving reports that 91 percent of Americans believe teachers should have greater influence over decisions that affect student learning, while 81 percent indicate they trust teachers to make “schools run better."

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About

In this space you will: 

  • Connect with teachers who are in teacher-powered schools and other educators who are interested in doing the same;
  • Learn about teacher-powered schools and how you can get started designing your own; and
  • Create a support network as you begin your teacher-powered schools journey.

For additional information on how to start a teacher-powered school, see our recent publication "Steps to Creating a Teacher-Powered School.

CTQ-Global

CTQ-Global

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CTQ

A Global Network of Teachers and Their Professional Learning Systems

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Posted May 22, 2014 at 6:00 pm by CTQ

This CTQ-Global TeacherSolutions Report examines professional learning systems in six cities — Denver, Lexington (KY), Seattle, Shanghai, Singapore, and Toronto — through the perspectives of teachers who work there.

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About

Global education challenges require the collective expertise of the world best’s educators, including you. 

CTQ-NC

CTQ-NC

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Resources

Kimberly Tuttle

Faces and voices of the Holocaust (ICCS reflections)

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Posted March 14, 2013 at 3:29 pm by Kimberly Tuttle

Kimberly observed: “The reason why I feel this lesson worked well is that the students bought in to this unit/lesson and had ownership in what we were learning! When you have students crying because of what was read and discussed and when they are begging to take a book home to read (from my standard English 10 class), then I can confidently say that my students ‘got it.’” Read more of Kimberly’s reflections.

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CTQ

Performance-pay for teachers: designing a system that students deserve

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Posted March 1, 2013 at 1:07 am by CTQ

In this report created by CTQ's initial TeacherSolutions team, 18 of the nation’s best teachers focused their attention on professional compensation, researching past efforts to create alternative pay models, and crafting new and different solutions based on their understanding of the professional work of teachers.

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Renee Moore

Teaching secrets: Tips for new English teachers

Posted February 19, 2013 at 12:02 am by Renee Moore

Renee Moore, a veteran high school teacher, offers four thoughtful tips for rookie educators. She suggests that “brand new English teachers have much to learn as they boldly walk into a classroom for the first time."

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About

CTQ-NC is open to anyone ready to engage in solutions-oriented discourse. We are devoted to making a difference in our local spheres of influence as well as state-wide. We believe strongly in our individual and collective roles as we teach, mentor, parent, coach, and guide the children in our great state.

Communications Lab

Communications Lab

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Resources

Kimberly Tuttle

Faces and voices of the Holocaust (ICCS reflections)

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Posted March 14, 2013 at 3:29 pm by Kimberly Tuttle

Kimberly observed: “The reason why I feel this lesson worked well is that the students bought in to this unit/lesson and had ownership in what we were learning! When you have students crying because of what was read and discussed and when they are begging to take a book home to read (from my standard English 10 class), then I can confidently say that my students ‘got it.’” Read more of Kimberly’s reflections.

Read More…

CTQ

Performance-pay for teachers: designing a system that students deserve

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Posted March 1, 2013 at 1:07 am by CTQ

In this report created by CTQ's initial TeacherSolutions team, 18 of the nation’s best teachers focused their attention on professional compensation, researching past efforts to create alternative pay models, and crafting new and different solutions based on their understanding of the professional work of teachers.

Read More…

Renee Moore

Teaching secrets: Tips for new English teachers

Posted February 19, 2013 at 12:02 am by Renee Moore

Renee Moore, a veteran high school teacher, offers four thoughtful tips for rookie educators. She suggests that “brand new English teachers have much to learn as they boldly walk into a classroom for the first time."

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About

Want to go public with your bold ideas? Sharpen your communications and multimedia skills here.

CTQ-KY

CTQ-KY

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Join Our Community. It’s free!

Resources

Kimberly Tuttle

Faces and voices of the Holocaust (ICCS reflections)

0

Posted March 14, 2013 at 3:29 pm by Kimberly Tuttle

Kimberly observed: “The reason why I feel this lesson worked well is that the students bought in to this unit/lesson and had ownership in what we were learning! When you have students crying because of what was read and discussed and when they are begging to take a book home to read (from my standard English 10 class), then I can confidently say that my students ‘got it.’” Read more of Kimberly’s reflections.

Read More…

CTQ

Performance-pay for teachers: designing a system that students deserve

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Posted March 1, 2013 at 1:07 am by CTQ

In this report created by CTQ's initial TeacherSolutions team, 18 of the nation’s best teachers focused their attention on professional compensation, researching past efforts to create alternative pay models, and crafting new and different solutions based on their understanding of the professional work of teachers.

Read More…

Renee Moore

Teaching secrets: Tips for new English teachers

Posted February 19, 2013 at 12:02 am by Renee Moore

Renee Moore, a veteran high school teacher, offers four thoughtful tips for rookie educators. She suggests that “brand new English teachers have much to learn as they boldly walk into a classroom for the first time."

Read More…

About

Teacher leaders from CTQ-KY learn, collaborate, and problem solve to close the gap between effective teaching practice and education policies. We work toward these goals:

  • Inform local implementation of the Common Core State Standards;
  • Support teachers’ professional growth; and
  • Partner with stakeholders to support teacher leadership.
Collaboratory

Collaboratory

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Resources

Kimberly Tuttle

Faces and voices of the Holocaust (ICCS reflections)

0

Posted March 14, 2013 at 3:29 pm by Kimberly Tuttle

Kimberly observed: “The reason why I feel this lesson worked well is that the students bought in to this unit/lesson and had ownership in what we were learning! When you have students crying because of what was read and discussed and when they are begging to take a book home to read (from my standard English 10 class), then I can confidently say that my students ‘got it.’” Read more of Kimberly’s reflections.

Read More…

CTQ

Performance-pay for teachers: designing a system that students deserve

0

Posted March 1, 2013 at 1:07 am by CTQ

In this report created by CTQ's initial TeacherSolutions team, 18 of the nation’s best teachers focused their attention on professional compensation, researching past efforts to create alternative pay models, and crafting new and different solutions based on their understanding of the professional work of teachers.

Read More…

Renee Moore

Teaching secrets: Tips for new English teachers

Posted February 19, 2013 at 12:02 am by Renee Moore

Renee Moore, a veteran high school teacher, offers four thoughtful tips for rookie educators. She suggests that “brand new English teachers have much to learn as they boldly walk into a classroom for the first time."

Read More…

About

Everyone who joins the community automatically becomes part of the Collaboratory group—so we can learn, discuss, and take action together.

CTQ-FL

CTQ-FL

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Resources

CTQ-FL
Florida TeacherSolutions Team

Effective teachers and performance pay: Research-driven and classroom-based solutions from a cadre of Florida’s most accomplished teachers - Executive summary

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Posted February 1, 2011 at 5:00 am by Florida TeacherSolutions Team

Summarizing the full 2011 multimedia report, this one-page executive summary, offers performance pay model guidelines for consideration and outlines solutions for rewarding student learning, teacher learning, teacher leadership, and incorporating market incentives.

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Florida TeacherSolutions team

Effective teachers and performance pay

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Posted February 11, 2011 at 5:00 am by Florida TeacherSolutions team

The research evidence is clear: working conditions, far more than salary incentives, are key to recruiting and retaining effective teachers. Effective teachers want to work with effective principals who encourage leadership from the classroom and they are attracted to high-needs schools when they can teach with like-minded and highly skilled colleagues. This report from the Florida TeacherSolutions team In this report, 17 of Florida’s finest teachers examine the results of over 30 of the most significant scientific investigations into teaching effectiveness and performance pay, queried experts in the field, and debated with each other to reach bold recommendations for creating the kind of results-oriented reforms that can drive and spread effective teaching.

View the full report.

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About

Teacher leaders from CTQ-FL learn, collaborate, and act to close the gap between effective teaching practice and education policies. We work toward these goals in our districts and state:

  • Support teachers' professional growth;
  • Partner with stakeholders to support teacher leadership; and
  • Share experiences and knowledge to transform our schools and profession.
CTQ-CO

CTQ-CO

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Resources

CTQ-CO

CTQ-CO Interactive Graphic

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Posted May 19, 2014 at 10:26 pm by CTQ-CO

This interactive graphic is designed to highlight the activities and impact of teachers in the CTQ-Colorado network. Engage with this interactive resource by clicking on photos, videos, icons, and underlined text.

Learn more about how CTQ-CO teachers are working to develop innovative solutions to pressing education issues--and join the conversation!

Click the link at the top of the page to download the interactive graphic and save it to your computer.

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Lori Nazareno

CTQ-CO Media Presence

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Posted October 16, 2013 at 3:10 pm by Lori Nazareno

Here is a collection of blogs, articles and commentaries from the teachers of CTQ-CO from June 2012 to October 2013:

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About

CTQ-CO connects teacher leaders working to transform teaching in Colorado. Together, we:

  • Advise districts and associations on teacher career pathways;
  • Pilot and share culturally responsive teaching practices; and
  • Cultivate teacher leaders for more and better learning time.

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