In The Teachers of 2030: Creating a Student-Centered Profession for the 21st Century (Online magazine or PDF format), Barnett Berry invites policymakers and teacher leaders to rethink today's teaching policies by imagining the knowledge, skills and qualities teachers must have in the year 2030 -- just two decades from now. To support this discussion, Berry introduces the voices of 12 accomplished American teachers who are currently writing a book on the future of teaching. This TeacherSolutions 2030 team, supported by MetLife Foundation, has identified four emergent realities that they believe will shape education over the next 20 years: 

• A transformed learning ecology for students and teachers
• Differentiated professional pathways
• Seamless connections in and out of cyberspace
• Teacherpreneurism and the global educational marketplace

This monograph discusses these realities and also focuses on levers of change to address them, by building a robust and adaptable teaching profession. With study after study pointing to the powerful effects of qualified teachers and quality teaching on student achievement, it is clear that any effective vision for education’s future must focus on access for all students to excellent teaching.

From Isolation to Collaboration: Promoting Teacher Leadership through PLCs (October 2008)
"In many schools across America, teachers enter their classrooms each morning only to close the door and teach with little to no peer interaction." The opening words of this CTQ report rang true for many of the teachers engaged in the multi-year ASSET (Achieving School Success through Empowering Teachers) initiative, made possible by the Wachovia Foundation. Working closely with several schools, CTQ sought to address this culture of isolation by initiating professional learning communities (PLCs), groups committed to continuous improvement through shared values and reflection. Be sure to check out the embedded podcasts included within the report.

Creating and Sustaining Urban Teacher Residencies: A New Way to Recruit, Prepare, and Retain Effective Teachers in High-Needs Districts (August 2008)
Urban Teacher Residencies (UTRs) are gaining the attention of major school districts as a high-quality alternative pathway into high-needs classrooms for diverse and committed teachers. This report — collaboratively authored by the Center for Teaching Quality and Aspen Institute Program on Education and Society — examines the Academy for Urban School Leadership (AUSL) in Chicago and the Boston Teacher Residency (BTR).
 

Measuring What Matters: The Effects of National Board Certification on Advancing 21st Century Teaching and Learning (July 2008)
Members of CTQ's TeacherSolutions National Board cohort reveal their analyses of National Board Certification research from their perspective as highly accomplished teachers who have completed the process themselves and seen its impact first-hand on their practice and students.  

Improving Student Learning Through Strategic Compensation: A TeacherSolutions Report from the Teacher Leaders of TLN-Kansas (July 2008)
Highly accomplished Kansas teachers encourage statewide education stakeholders to embrace teacher leaders as important partners in the consideration of compensation plans that could strategically promote desirable student learning outcomes. Be sure to check out the embedded podcasts included within the report.

We invite you to explore additional CTQ reports and publications in the areas of teacher leadership, research, and policy using the menu to the left.