From one leader to many leaders:
Stone Creek Elementary and the transition to collective leadership

Ready to learn more about how CTQ can help your team create or strengthen collective leadership in your school? Get in touch.

1 Minute

The Pomona story:
Teacher-led learning as a lever for equity

When faced with the “Significant Disproportionality” label, Pomona Unified School District (PUSD) chose to implement teacher-led learning as a strategy to address the inequity. District leadership understood that they needed to shift from pockets of excellence to a system of excellence. Making that shift required that their most effective teachers have the opportunity to share and spread their expertise with their colleagues. The infographic and below provides insight into their story.

The context

Teacher-led learning

PUSD is creating a system of teacher-led learning. Teachers who take on Teacher Specialist roles experience a balance of structure and autonomy. The structure originates from the shared goal of creating a more equitable learning environment that better serves all students. The autonomy allows Teacher Specialists to leverage their unique skills and talents.

Below are a few examples of the ways in which teacher-led learning is being implemented in PUSD.


See how co-teaching is transformative for teachers and students in this video. Co-teaching helps teacher leaders keep their practice grounded in classrooms while also providing the opportunity to lead.

Want to see how co-teaching impacts sixth grade students and their learning? Take a peek into Jamie and Paula’s classroom from the 2018 – 2019 school year by clicking on the image above.

This third grade class flourished when their teacher, Ms. Alvarez, had the opportunity to co-teach and lead without leaving the classroom. See the deep learning in which her student engaged by clicking the image above.

Co-teaching provides opportunities for teachers to lead without completely leaving the classroom. See how these roles came to be and what difference they are making for teachers and students.

Math and science

A diverse group of teachers collaborated to improve their teaching practice by learning about and implementing Mathematical Mindsets.

Based on the Pomona Unified School District: A National Leader in Math Modeling
 written by Kaitlyn Loop, Aria Beaupre, Athena Li, and Rachel Levy. Editiorial review by the 2018 PUSD IMMERSION cohort.Program funded by The National Science 2015-2018 (NSF-STEM-C NSF-1441024)

Implementing math modeling has dramatically shifted the way that mathematics is taught in PUSD. Click the image above to see math modeling in action in classrooms across the district.

To address the challenges of new science standards, a group of teachers for grades 4-6 engaged in a 3-year program to improve content knowledge and develop leadership. The program helped move participants from learners to leaders of professional learning.


New teacher induction in PUSD has shifted from being a one-size-fits-all experience to a more personalized learning experience by shifting the focus from content and “telling,” to honoring teachers’ capacities to build their own practice. Prioritizing relationships and trust over compliance has resulted in increased levels of teacher efficacy.


For additional information about PUSD, including a case study and videos, click here.

Want to know how CTQ can help your team tell their story? Contact us.

4 Minutes

Leading improvement, together:
Walker-Gamble Elementary and the South Carolina Collective Leadership Initiative

Like many other Title 1 schools in small, rural districts, Walker-Gamble Elementary felt stuck between ambitious goals for “empowering 21st century learners” and the staff’s ability to reach them. In this case study, read how engaging in the South Carolina Collective Leadership Initiative, helped this school leverage the collective talents and expertise of all educators in the school to make a difference for students.

Ready to learn more about how CTQ can help your team? Get in touch.

1 Minute

ROUNDTABLE: Collective leadership

Today’s public schools face a number of challenges. Lack of funding and diminishing resources, ever increasing academic expectations, and growing proportions of students living in poverty, with trauma, and even without homes, are just a few of the complex issues our public schools must address. The time has come for a new brand of school leadership. One that moves beyond the principal and a few teacher leaders toward a culture of shared collaboration and collective leadership. All voices in our schools must play a critical role in shaping school structures, policies, and outcomes.

Over the next two months, CTQ will host a roundtable discussion exploring the topic of Collective Leadership: From Shared Goals to Sustainability. By defining what makes this leadership approach unique, providing examples of collective leadership at the individual school, district, and state levels, and exploring how to leverage collective leadership from different perspectives, readers will gain more understanding of collective leadership’s impact and be inspired to increase engagement and share responsibility in their own context.

In the first post of this roundtable, CTQ founder Barnett Berry examines the need for a new school leadership structure, defines the difference between distributed and collective leadership, and outlines three principles for moving schools closer to a system of collective responsibility.

Please join the conversation and share your story, your teaching, the actions you are taking, and your reflections on what collective leadership means for us as educators throughout the roundtable. Invite your colleagues to join the discussion on social media with #CTQCollab and be sure to follow CTQ on Facebook and Twitter for new blog postings.

Ready for your team to get started implementing or strengthening collective leadership at your school? Go to the Collective leadership playbook for tools and resources that your team can use to get started.

2 Minutes

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1 Minute