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Supports & Services

Within your school or district, you already have the capacity to work more efficiently, maximize student learning, and scale up great ideas.

CTQ's supports and services help you solve school or district challenges by unleashing the leadership potential of teachers, as well as administrators, in your community.

Enlist our team today and start…

Facilitating collaborative leadership with the Impact Assessment Tools

Our Impact Assessment Tools help you (1) plan, (2) assess, and (3) share the impact of collective educational leadership solutions.


Using the tools, we guide individuals and teams as they:

  • Identify challenges, set goals, and evaluate the impact of their work. 
  • Collect data, develop narratives, and design innovative communications strategies. 
  • Share impact data and spread their expertise, bringing innovative solutions to scale.

​Contact CTQ today to leverage the capacity of teachers and administrators in your community to solve school and district challenges, increase teacher capacity, and deepen student learning.


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  • Partnering with Volusia County Schools (FL), CTQ used the Impact Assessment Tools to help faculty and staff align and focus their work through data-informed reflections. Teachers applied their learning to make instructional shifts required by new state standards, and students gained 10 points on FSA data assessments within a year of implementation. Watch this video to learn how Volusia County educators reinvented leadership structures, increased collaboration, and improved teaching and learning in their district.

  • As part of a Teacher Leadership Academy hosted by The Public Education Foundation, CTQ staff guided two cohorts of teacher leaders in Clark County Schools (Las Vegas, NV) as they developed capstone projects. In just eight hours of workshops, facilitated by CTQ staff using the Impact Assessment Tools, nearly 80 teacher leaders collaborated to identify a challenge in their school, develop an action plan, and assess the impact of their solutions.

  • After participating in a storytelling retreat at CTQ, Ohio teacher Tricia Ebner used the Impact Assessment Tools to develop a narrative about teachers and administrators driving change at her school. Tricia collaborated with CTQ to go public with her leadership story, which demonstrates how conversation and collaboration among teachers and administrators can improve learning outcomes for all students.

Personalizing professional development with

Our micro-credentials offer individualized professional learning that helps educators develop innovative, student-centered classrooms and schools.


According to a recent study funded by the Bill & Melinda Gates Foundation, our public education system spends $18 billion annually on professional development but just 29 % of teachers report high satisfaction with their formal learning opportunities.


Micro-credentials provide a simple, learner-centered system for educators to align their professional development with their needs and those of their schools, districts, and states.  Participants develop their own professional learning curricula, taking into account their unique challenges, skillsets, and experience levels.


Join the micro-credentialing movement today and cultivate a learner-centered environment for teachers—so they can do the same for students. 


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  • Micro-credentials are grouped into stacks of related topics, which teachers can choose to explore based on their interests and needs. CTQ offers four stacks — virtual community organizing, going public with school policy and pedagogy, and creating teacher-powered schools, and leading Common Core professional development — with dynamic curricula that were developed by veteran educators working alongside CTQ staff. Above, see some of the micro-credential developers gathered at CTQ for a retreat.

  • When the Tennessee Department of Education discovered that the state’s teacher re-licensure requirements were out of sync with professional development needs, they forged a partnership to identify local professional learning challenges and scale solutions. In a 2016-2017 pilot, teachers in Tennessee are earning micro-credentials in specific content areas that have been identified as challenges for teachers and administrators in their state. Throughout the process, pilot participants are engaging in a virtual community, supported by CTQ, in order to share resources, reflect on their experiences, and go public with their ideas. 

Structuring teacher leadership roles and 21st-century school designs

We facilitate your team’s efforts to design and implement hybrid teacher-leader roles and collaborative, learner-centered school models in your community.


Developing hybrid roles creates pathways for teachers to solve school-wide problems without stepping away from the students they serve, while reimagining leadership structures opens doors for traditional leaders and classroom experts to collaborate and build learner-centered schools.


At CTQ, we have a long history of facilitating future-oriented, teacher-powered learning environments and cultivating hybrid roles, such as teacherpreneurs.


Let us help you build on successful models of innovative leadership and transform professional collaboration in your community.


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  • Research shows that student achievement increases when there is a feeling of trust and closeness among teachers. After redistricting in Brevard County (FL), CTQ stepped in to help educators identify and address challenges in their schools. Watch this video to learn how CTQ helped a team of teachers at Oak Park Elementary use the design thinking process to build collegial relationships in their school. You can also hear about CTQ's work at Oak Park by listening to this Education Talk Radio podcast.

  • The annual Teacher-Powered Schools Conference offers a weekend of networking with other educators who have created (or are interested in creating) teacher-powered, student-centered learning environments. Read more about the 2017 conference, which included tours of successful teacher-powered schools and action-oriented learning opportunities preparing attendees to take their next steps toward teacher leadership and spreading the TPS model.

  • Teacherpreneurs working in hybrid roles have fulfilled many critical functions at CTQ in recent years: leading collaborative projects, facilitating virtual communities, designing professional learning opportunities, and supporting their peers to go public with their ideas and practices. In the past four years, more than 20 CTQ teacherpreneurs have impacted the practice of more than 180,000 colleagues. Learn more about how hybrid roles can benefit your district, agency, or organization.

  • Seeking leadership for new virtual learning communities, Jefferson County Public Schools (KY) opted to develop a hybrid role. CTQ supported district leaders to facilitate the design, application, and selection process for the role, alongside leadership from the Jefferson County Teachers Association. It was only appropriate that Ali Wright—a Fayette County Public Schools (KY) teacher working as a CTQ teacherpreneur—helped drive these conversations.

Cultivating Community for Impact (CCI)

Our customizable CCI curriculum (formerly known as VOICE) builds collective leadership skills among diverse teams of school, district, and state educational leaders.


Research shows that collaborative professional learning improves teaching practice and strengthens student learning. But it’s hard to justify cutting into instructional time to make it happen.


Effective collaboration is all about how you cultivate communities of practice for educators to use what they have, build trust, and generate results—anywhere and anytime it’s convenient for them to focus on their collective work.


We have a 14-year track record of building capacity for educators to collaborate and share their expertise using virtual platforms. CCI participants develop facilitation skills so they can lead their peers’ professional development, paying forward what they’ve learned.


Let us train the trainers in your school, district, or state—and set a self-sustaining system of professional learning (and sharing) in motion.

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  • All too often, retreats are just one-off experiences. At a recent CTQ retreat, professional development specialist Valeria Brown plotted a course to tackle a challenge in her district (Seminole County Schools, FL). Thanks to our virtual community facilitation, Valeria and her peers from across the country continued connecting to advance local solutions in their districts: “We were able to collaborate virtually and leverage the teacher-leader power we felt when we were in the same room.”

  • When KyNT3 (Kentucky Network To Transform Teaching) decided to hire a Teacher Leadership Coordinator, they identified a candidate poised for success. CTQ’s VOICE training for virtual community organizers had readied English teacher Lauren Hill for this new role: “VOICE helped me see that not only was I a good teacher, I was also a good teacher leader. Understanding how to use virtual tools has helped me expand my learning community and create new ones.”

  • When the Bill & Melinda Gates Foundation and the Sutton Trust launched a new project engaging teachers around the globe, CTQ played a critical role. We trained teachers as virtual community organizers to facilitate the group’s learning and leadership in a private online lab on CTQ’s Collaboratory. The result? A series of teacher-designed, research-supported toolkits for timely feedback on instruction.

Assessing Conditions for Teachers to Lead

We can help you evaluate and strengthen the impact of teacher leadership in your district.


To be successful, teacher leadership requires an investment from all educators, especially administrators who help create the conditions where teacher leaders can grow and have impact.


CTQ offers a variety of services to help identify and overcome obstacles to teacher leadership in your community:

  • We administer surveys in order to report on organizational conditions and school readiness for teacher leadership.
  • Once teacher leadership conditions in your district have been evaluated, we help design and implement new teacher-leadership pathways.
  • Our consultations are grounded in research that examines U.S. school conditions in the context of top-performing school systems across the globe.

Reach out to CTQ today and start on the path to developing world-class school leadership pathways in your community.

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  • In 2013, the Bettendorf Community School District (IA) worked with CTQ to gather data for a proposal to the Iowa Department of Education. We conducted surveys assessing readiness for new teacher leadership and compensation reforms—and provided recommendations for action. The result of the proposal: a successful grant award.

  • District administrators in Iowa faced an exciting yet daunting opportunity in 2013-2014: a competitive grant program for new teacher leadership and compensation systems. CTQ facilitated workshops helping administrators develop proposals to redesign teaching, leading, and learning in their districts.