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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

21 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.

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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

Dylan Emerick-Brown

October 17, 2016

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

21 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.

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Sandy Merz

October 17, 2016

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

7 comments

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

1 comment

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

6 comments

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

4 comments

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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CTQ-CO

September 22, 2016

A leadership story: Learning and leading from CO teacher leader Joe Bolz

2 comments

Joe Bolz is a teacher leader serving in a hybrid role at George Washington High School in Denver, CO. In addition to teaching high school students every day, Joe is able to observe and coach his colleagues, sharing his expertise and spreading great ideas among the teaching faculty in his school. Because of this hybrid role, Joe has been able to share one of his passions: culturally responsive pedagogy.

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