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CTQ bloggers write about transforming teaching. Share their posts and chime in!

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Bold teacher leadership for equity and excellence in public education: Lessons for administrators

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Recently, there has been a lot of education policy talk about teacher leadership. More action has also been taking place—both in the form of fellowships with nonprofits and via more traditional career ladders in districts in cities like Washington, D.C., Denver, and Charlotte. However, in many cases, the concept of teacher leadership continues to be narrowly defined, and often by anyone but teachers themselves.

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Five Ways Teacher-Powered Schools Use Data

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Teacher-Powered Schools Roundtable: TPSI Ambassador Rebekah Kang shares ways that they use data at her teacher-powered school.

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Teacher-powered schools open the doors to adaptive solutions

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Teacher-Powered Schools Round Table: TPSI Ambassador Jeff Austin shares ways in which teacher-powered schools are adaptive.

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How principals can support teacher leaders: Lessons from Glenn O. Swing Elementary School

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Ali Wright used to believe that the best thing for principals to do to support teacher leaders was to get out of their way. Now she thinks differently. In this guest post, Ali takes us behind the scenes at a school where shared leadership is achieving impressive results. 

Latest Blog Posts

Julie Hiltz

October 23, 2016

What happens at conference doesn't stay at conference.

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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.

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Dylan Emerick-Brown

October 17, 2016

Howling for literary arts: How I connected my students to authors

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In 2013, when I started my English teaching career at Deltona High School in Deltona, Florida, it didn’t surprise me that many of my students didn’t like to write. The vast majority of writing done in school—and thus, in students’ lives—is in an academic format such as essays with clear introductions, supporting paragraphs with cited evidence, and summary conclusions.

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Sandy Merz

October 17, 2016

The Teachers of the Year Open Letter Is Partly Right but Mostly Wrong

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Nine state and national Teachers of the Year, two of whom I know personally, have published an open letter endorsing Hillary Clinton and arguing that they cannot remain neutral this election year. Putting aside for now the subject of how neutral a teacher is obliged to be regarding controversial issues (they mostly do, too), I’m going to both agree with and push back on how they characterize Trump and Clinton.

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Bill Ferriter

October 5, 2016

New #atplc Resource: Tasks Teams Tackle Document

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One of the questions that I get asked all the time when I'm working with schools and districts that are functioning as professional learning communities is, "We get that we are supposed to 'collaborate,' but what exactly does that MEAN?  What does collaboration look like in action?"

The simple answer to that question is that collaborative teams spend their time working together to answer four questions for every unit in their curriculum:

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Joseph Bolz

October 1, 2016

Taking off the Binary Bifocals

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At the CCTM (Colorado Council of Teachers of Mathematics) conference this year, I had the honor to present an Ignite Session. The set-up of an Ignite is a 5 minute presentation where the powerpoint will move to the next slide every 15 seconds, whether or not you are ready. Inspired by recent events in our world and personal reflection, I wrote the following on discovering my position in the scheme of education and teaching. Below is the original piece, however, to fit the Ignite format, I had to greatly cut it down. The video to that can be found through the link below. Enjoy!

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Jessica Cuthbertson

September 30, 2016

A Tale of Two Schools: From Compliance To Creativity

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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.

 

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