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John Holland

June 24, 2017

Want to increase teacher retention? Redesign induction to focus on new teachers’ needs

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How can districts redesign induction programs to support teacher retention? In this post, roundtable blogger Brian Curtin shares how he proactively collaborated with a colleague to redesign induction framed around three key actions. The result? Amazing attrition data and long term support for new teachers. 

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John Holland

June 4, 2017

Turning "Too smart to teach" into a moment of motivation

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A high school teacher once told Krista Galleberg she had “too much potential” to become an elementary school teacher. While initially discouraged from pursuing a career in education, the Teacher Powered Schools movement rekindled her interest in classroom teaching, and inspired her to create and launch a student-run organization for other college students interested in the profession.

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Justin Minkel

May 15, 2017

Cracking the teacher recruitment and retention code

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I teach in a school that is 99% poverty yet has virtually 0% turnover. How has Jones Elementary cracked the teacher recruitment and retention code? Read how abstract “working conditions” like job flexibility, professional and personal growth, and advancement opportunities work together to create a culture of stability, mutual respect, and autonomy in this high-needs school.

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Barnett Berry

May 9, 2017

Meet John M. Holland, blogging lead for the teacher shortages roundtable discussion

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John M. Holland, Ph.D., NBCT, will lead the blogging roundtable discussion on teacher shortages this May and June. An early childhood educator in Richmond, Virginia, John has more than 20 years of experience serving his community's youngest and most vulnerable students.  

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John Holland

May 7, 2017

Dear Future Teacher: Why we need you to choose and stay in the profession

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The latest roundtable discussion on teacher shortages launches with this letter to future teachers. Roundtable lead John Holland challenges readers to move beyond the #ThankATeacher rituals of Teacher Appreciation Week. If we believe teachers truly matter, we must listen to their ideas, and honor the reasons they choose to teach (and stay) in this complex and challenging profession. 

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Barnett Berry

March 27, 2017

Collective leadership: Blurring boundaries and creating conditions for teachers and principals to lead together

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CTQ’s work has always been firmly grounded in teacher leadership. But now we  believe it’s necessary to take the distributed leadership model a step further, embracing a collective leadership framework that unleashes the leadership potential of both principals and teachers. Our vision for collective leadership is a public school system that encourages teachers and principals to lead together and creates opportunities for them to do so.

 

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