We serve system leaders

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We advise superintendents, district officials, union leaders, and other education decision-makers on collaboration with teachers and administrators to find scalable solutions for school systems.

Here are a few examples of the work CTQ has done with system leaders.

Machel Mills, Director of Professional Learning Systems, Tennessee Department of Education

As part of CTQ’s five-year partnership with the Tennessee Department of Education, we are preparing a team of virtual community organizers and storytellers. These organizers will lead online learning experiences for educators participating in Tennessee’s work with educator micro-credentials. They will also showcase the impact of micro-credentials to inform and inspire future education reforms through evidence and stories from their classrooms.

We are excited to have partnered with CTQ to train a group of outstanding teachers to become facilitators and resources for teachers earning micro-credentials. CTQ’s forward-thinking mindset and understanding of the power of stories has helped the department understand how to help teachers promote their experiences with micro-credentials and share their valuable knowledge with others. Strong teacher leaders have become stronger because of our work with CTQ.

CTQ helps state school systems like Tennessee build virtual communities to allow diverse teams of education leaders to learn, teach, and lead together.

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Libby Ortmann, Office of Educator Effectiveness and Leadership Development at the South Carolina Department of Education

CTQ and the South Carolina Department of Education are working closely to pilot a Collective Leadership Initiative in 12 schools across the state. Because the work of leading schools is too complex for any educator to do alone, CTQ and SCDE are drawing upon the expertise of administrators and teachers to define and co-construct solutions to challenges they face in their practice. The schools will share what they learn in a “playbook” on collective leadership.

If schools are going to impact students, the old, top-down way of running them is not going to work. When educators collectively work together inside buildings to meet students’ individual needs, that’s when impact happens. We need to reimagine and redesign how schools work so that educators have time, space, and reward to lead.

CTQ helps state agencies like the South Carolina Department of Education develop collective leadership to transform public schools for every student.

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Chris Steinhauser, Superintendent of Schools at Long Beach Unified School District, California

CTQ and Long Beach Unified School District have piloted a micro-credentials program in support of teacher and administrator learning aligned with college- and career-ready standards. Long Beach Unified serves 74,000 students in 84 schools. The pilot shows what it might look like for districts to establish clear professional learning goals while remaining flexible on how teachers demonstrate what they’ve learned and showcase how it can serve students.

How do we let [educators] talk openly about their… strengths and weaknesses? People want to be able to show that they are proficient at something. Micro-credentials have endless power to help us make teaching the public act it needs to be for everyone.

CTQ helps school systems like Long Beach Unified measure the impact of teaching and learning through educator micro-credentials.

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