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

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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.

Featured

The Color Brown Creates the Shock of Awareness

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A fourth grade student asked, “Where’s the brown?”

I responded, “What do you mean?”

He responded, “We gotta make a self-picture but there’s no brown.”

I thought I figured it out. I replied, “You just make it. Mix the colors together.”

From across the table a girl chimed in, “Ms. _______ said we can’t mix the paint.”

Featured

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

Barnett Berry

November 21, 2016

Voices from the field: The professional learning communities & experiences educators need

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Over the last several months I have had the pleasure of working with eleven graduate students at the University of Kansas. Together we explored how to develop and sustain high quality professional learning communities. It has been a rewarding experience that has included rich dialogue, research, writing, and virtual collaboration. Over the next several weeks four guest posts will be featured in this space chronicling what we have learned and discussed. We hope you will join the conversation by sharing your own ideas in the comments or via social media using #CTQCollab. 

 

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Dylan Emerick-Brown

October 17, 2016

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

10 comments

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.

Continue Reading…

Barnett Berry

December 10, 2016

Three ways to take novice teachers from tentative to tenacious

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Self-efficacy is a critical component of teacher development. In this guest post, data scientist and KU graduate student J.J. DeSimone explores why self-efficacy is so important and provides two easy ways to increase the self-efficacy of novice teachers in your school. 

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Bill Ferriter

December 3, 2016

Wonder = Joy. (And Joy Should be Shared!)

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Longtime Radical readers know that there are few people who have influenced my practice as much as Dean Shareski.  Dean has pushed my thinking around everything from the role that humor and humanity should play in our digital spaces to the role that students should play in assessing their own learning.  When I look back at the practices that I use in my classroom, I see elements inspired by Dean everywhere.

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Barnett Berry

November 30, 2016

Why can’t professional learning be more like pizza?

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If we can customize pizza, shouldn't we be able to personalize professional learning? In this first of a series of four posts authored by KU doctoral students, Jeff Manning explores systems-level concerns and proposes solutions around time, professional autonomy, and accountability to advocate for more personalized professional learning for all teachers. 

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