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educational equity

Marcia Powell

November 27, 2015

A Tale of Two Coaches

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I had an interesting conversation with a young professional recently, and it centered around what was best for the kids in the classroom with a difficult situation with a student who, let's say "boldly expresses herself."  The topics of punishment, logical consequences, and the value of content were raised.  I resisted the temptation to tell her my vision of the 'right answer' and shared this story, based on my own real experience, instead.  

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Jessica Cuthbertson

November 23, 2015

Say This, Not That: How Our Words Elevate (or Denigrate) the Profession

36 comments

Whether we like it or not, teaching is a public profession. What we say (and how we say it) matters. Principals, parents, colleagues, and students are listening and watching. Our language can be used as a lever to communicate the very real challenges we face while still upholding professionalism. Check out this, "Say This...Not That," list of common phrases and share your own solutions-oriented sentence frames for elevating the profession.

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Renee Moore

November 9, 2015

Is Professional Development for Teachers a Waste of Time (and Money)?

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For the next two weeks, bloggers here in the CTQ Collaboratory will explore the theme: How Do Teachers [Really] Learn? We invite you all to join us with your thoughts and questions here on the blogs or on social media at #Love2Learn.

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Brianna Crowley

October 29, 2015

Like the Sweater You Shrunk in the Wash

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Our education system often feels like a dearly-loved sweater that has shrunk in the wash. In my daily life as a classroom teacher, so many aspects of the system feel like they don't fit, and are growing increasingly more uncomfortable. Here are the areas that I feel are constricting my daily effort to serve students and elevate authentic learning.

 

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Sandy Merz

October 29, 2015

A Model for Crowdsourced Standardized Testing

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Could we build a standardized testing system from crowdsourced content and open-source technology?

The two goals of this idea - to create data that teachers can use to inform their instruction and that can aid in evaluating teachers and schools - are familiar. But in the idea I describe below, every element of the system remains close to the classroom, with ongoing community input, and allows for improvement and correction, all at a relatively low cost, mostly paid locally.

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