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Megan Allen

May 14, 2014

Green eggs, brown eggs, and hatching teacher leadership


Special thanks to Mount Holyoke College Psychology Visiting Assistant Professor Amy Grillo for her support and beautiful eggs, as well as Dr. John Holland from Viriginia Commonwealth University and Dr. Jon Eckert from Wheaton College for their research guidance and wisdom. 


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Rob Kriete

May 12, 2014

The Elephant in the Classroom


Regardless of our walk in life, we invariably encounter some frustration that we blame on the government, or more specifically, lawmakers.  Almost everyone has heard of a law that seems like some sort of punchline to an unamusing joke.  Florida urban legend has it that there is a law that says: “If an elephant is left tied to a parking meter, the parking fee has to be paid just as it would for a vehicle.”  An odd, but logical law, I suppose. 

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Justin Minkel

May 7, 2014

Why I Hate the Starfish Parable (And Why the Drowning Babies Parable Is Better)


The parable of the little boy and the starfish is sweet, inspirational, and full of hope. Here’s why I’ve always hated it.

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Lauren Hill

April 23, 2014

Why I Loved Prison (and other stories)


Lori Nazareno got me thinking. In her blog, “The Call of Something More,” she reminds me that many teachers want to be “more than assembly line workers in the industrial-age education machine we know as school ... they feel a call to do more: to teach and lead their school, their district, and their profession.”

Amen, sister. I’ve felt this way from the first day.

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Ariel Sacks

April 23, 2014

Mindmap of Teaching & Learning Forces


In 2010, before speaking on teacherpreneurship at the Big Ideas Fest, I drew what I was imagining in a mindmap in my notebook.

Sometimes, you just have to draw it out. Tonight, I drew my second ever mindmap. This map is really a follow-up to a post I wrote in 2012 about the competing forces in education: professionalization and standardization. It's raw, and I expect to have forgotten some things and to have oversimplified others. Please comment!

[You might need to zoom in your View to comfortably read it.]

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Renee Moore

April 10, 2014

What Should and Should Not Change About National Board Certification?


Most of us who have completed the National Board Certification process agree that is one of the most significant, transformative experiences of our careers.

We would also be the first to point out that the process could be better.

Until this year, the entire process was paper-based, starting and ending with a big, blue and white box.  The process is very long and labor intensive on the candidate, processing staff, and scorers, which is why it is also very expensive—more than board certification for other professions.

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Lauren Hill

April 10, 2014

It's about time


I leave school everyday feeling like a failure.  Sure, I need grit.  That, or a martini.

My teaching skills rock.  Ten-thousand hours?  I’ve logged 50,000.  Though I constantly look to refine my skills, as I look down the list of the TeachingWorks high-leverage practices, I am adept at all of them and attend to most every day.

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Renee Moore

April 3, 2014

My Favorite TeachMoore Posts 2013


Doing some spring cleaning, and going through my file of blog posts, I realized that some things I wrote in 2013 are really special, and worthy of revisiting. Join me, won’t you, and share your thoughts.

“It’s Not the Technology; It’s the Teachers”  - Oct. 20, 2013

Learning From Our Elders About Using Social Media – Sept. 9, 2013

Why Are They So Angry?  - July 21, 2013

Poverty is Not an Excuse; It’s Inexcusable! – May 24, 2013

What if Your Students Don’t Like You? – May 5, 2013

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Barnett Berry

April 1, 2014

On unions and the future of the teaching profession


I’m no blame-the-unions pundit. After all, management—not unions—have imposed many of the rules that stifle creative (heck, even just sensible) practices in schools.

But here’s the plain truth: it’s time for unions to innovate.

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Barnett Berry

March 20, 2014

Will Arne Duncan leave a legacy of teacher leadership?


I was delighted when USDOE Secretary Arne Duncan used the very language I’ve so often employed—of leading without leaving the classroom—to announce a new teacher leadership effort last week. But is his administration ready to address the significant barriers teacher leaders face?

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