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Supports & Services

CTQ can help your district, agency, or organization work smarter and scale up teachers’ great ideas by…

Enhancing teacher collaboration and professional learning

Designing innovative, teacher-led solutions for more effective teaching and learning

Reimagining school models for effective teaching and learning

Creating career pathways, developing capacity, and improving outcomes for teacher leaders’ work

Measuring the impact of teacher-led efforts

Advancing a 21st-century teaching profession via research-based evidence

Virtual Community for Teacher-led Professional Learning

Research shows that collaborative professional learning is critical to improving teachers’ practice—and strengthening students’ learning. But it’s hard to justify cutting into instructional time to make it happen, or to make school days any longer. And online dashboards can quickly become just one more expensive thing to log into.


Here’s the secret: effective collaboration is all about how you create communities of practice for educators to use what they have, build trust, and create results—anywhere and anytime it’s convenient for them to focus on their collective work.


CTQ has a 10-year track record of successful supports for teachers’ collaboration and professional development in virtual communities. Our virtual community curriculum (VOICE) equips teachers to facilitate professional development and collaborative projects on any online platform. And if you don’t yet have a virtual space of your own, CTQ can also create private “labs” for you in the Collaboratory.

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  • When the Bill & Melinda Gates Foundation and the Sutton Trust launched a new project engaging teachers around the globe, CTQ played a critical role. We trained teachers as virtual community organizers to facilitate the group’s learning and leadership in a private online lab on CTQ’s Collaboratory. The result? A series of teacher-designed, research-supported toolkits for timely feedback on instruction.

  • All too often, retreats are just one-off experiences. At a recent CTQ retreat, professional development specialist Valeria Brown plotted a course to tackle a challenge in her district (Seminole County Schools, FL). Thanks to our virtual community facilitation, Valeria and her peers from across the country continued connecting to advance local solutions in their districts: “We were able to collaborate virtually and leverage the teacher-leader power we felt when we were in the same room.”

  • When KyNT3 (Kentucky Network To Transform Teaching) decided to hire a Teacher Leadership Coordinator, they identified a candidate poised for success. CTQ’s VOICE training for virtual community organizers had readied English teacher Lauren Hill for this new role: “VOICE helped me see that not only was I a good teacher, I was also a good teacher leader. Understanding how to use virtual tools has helped me expand my learning community and create new ones.”


Tackling a challenge? Scaling a new idea? CTQ can help you tap the expertise of teachers, administrators, students, and community members to come up with a plan for success.


CTQ’s TeacherSolutions design process is tailored to fit your needs, context, and culture. Our blended approach can include

  • Face-to-face or virtual workshops;
  • Webinars and online discussions in which team members synthesize policy, research, and their own experiences; and
  • Support in designing, editing, and publishing a report or multimedia presentation for publicly sharing your team’s work.





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21st-century School Designs

In a teacher-powered school, teachers have collective autonomy to make the key decisions influencing student success. CTQ can support you in starting or running a teacher-powered school.


Our teacher-powered resources and services include

  • Free membership in the Teacher-Powered Schools lab, a private community for connecting with teacher leaders who are designing and running schools;
  • Support, trainings, and workshops for teams navigating design or continuous improvement of teacher-powered schools;
  • Consultation for school, district, union, and state leaders who want to create and sustain teacher-powered schools;
  • Step-by-step guides and discussion-starter tools for teams; and
  • Communications guidance and resources to help teams share their stories.




Learn more
  • This online how-to guide supports teacher teams who are designing and running teacher-powered schools. Packed with hundreds of resource links and examples, the guide offers a practical roadmap for every stage of the journey.

  • How will your team articulate your school’s purpose? How will you define success? What steps will you take to secure and sustain autonomy? These discussion guides share tips and lessons learned by the pioneers of existing teacher-powered schools. Additional topics include selection and hiring, cultural integration, evaluation, collaborative management, and instructional approaches.

  • In this lab on the CTQ Collaboratory, teacher teams connect to learn more about teacher-powered schools and how to design their own. Find answers and resources by connecting virtually with other teacher teams.

Structuring Teacher Leadership Roles

Interested in formalizing roles that let teachers lead without leaving the classroom? Since 2011, CTQ has supported teachers in hybrid roles by building their capacity to solve local challenges and bring their solutions to scale. We also work with districts, agencies, and organizations to design hybrid roles, create supports to ensure their success, and systematize new leadership pathways.
Our services help you unleash the problem-solving power of hybrid roles via

  • Consultations on creating tailored hybrid roles for your school, district, or organization;
  • A customizable application process that will help you screen candidates for leadership skills/dispositions;
  • Workshop facilitation for teachers in hybrid roles, featuring work plan and continuous improvement support, outcome assessments, virtual peer coaching, and network building;
  • A professional “toolkit” to maximize teachers’ efficiency and impact; and
  • Resources to monitor and reflect on results for refining and scaling hybrid roles.
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  • Teacherpreneurs working in hybrid roles have fulfilled many critical functions at CTQ in recent years: leading collaborative projects, facilitating virtual communities, designing professional learning opportunities, and supporting their peers to go public with their ideas and practices. In the past four years, more than 20 CTQ teacherpreneurs have impacted the practice of more than 180,000 colleagues. Learn more about how hybrid roles can benefit your district, agency, or organization.

  • When leaders in Seattle Public Schools decided to expand their international education program, they made room for more teacher leaders like Noah Zeichner, a high school social studies teacher and CTQ teacherpreneur. Noah helped co-designed ten teacher leadership positions (including four hybrid roles) to boost the district’s international education priorities.

  • Seeking leadership for new virtual learning communities, Jefferson County Public Schools (KY) opted to develop a hybrid role. CTQ supported district leaders to facilitate the design, application, and selection process for the role, alongside leadership from the Jefferson County Teachers Association. It was only appropriate that Ali Wright—a Fayette County Public Schools (KY) teacher working as a CTQ teacherpreneur—helped drive these conversations.

  • "Julie’s involvement as a CTQ teacherpreneur has been beneficial for our district media program. Julie brings back what she learns elsewhere... and makes that applicable to what we do, so we can be a model and still learn from the best of what others do." -John Milburn, Supervisor of Library Media Services, Hillsborough County (FL)

Assessing Conditions for Teachers to Lead

Teacher leadership doesn’t just happen. To be successful, teacher leadership initiatives require an investment from all educators—including administrators who help create the conditions where teacher leaders can grow and have impact. CTQ can support you with tools and services.
Assess and strengthen the impact of teacher leadership in your district:

  • Survey administration accompanied by action-oriented report on organizational conditions and leadership readiness;
  • Consultation on design of teacher leadership pathways; and
  • Tools to compare U.S. school conditions with those in global top-performing schools (coming soon)




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  • District administrators in Iowa faced an exciting yet daunting opportunity in 2014-2015: a competitive grant program for new teacher leadership and compensation systems. CTQ facilitated two full-day workshops helping administrators develop proposals to redesign teaching, leading, and learning in their districts.

  • In 2013, the Bettendorf Community School District (IA) worked with CTQ to gather data for a proposal to the Iowa Department of Education. We conducted surveys assessing readiness for new teacher leadership and compensation reforms—and provided recommendations for action. The result of the proposal: a successful grant award.

Thought Leadership

CTQ’s CEO and COO have decades of experience working to advance a 21st-century teaching profession. Their thought leadership elevates the insights of accomplished teachers, who frequently serve as co-authors and co-presenters.   
Our founder and CEO, Barnett Berry, offers a bold yet practical vision for the future of teaching—grounded in research and teachers’ experiences. A former high school teacher, think tank analyst, and university professor, Barnett is a dynamic, solutions-focused thought leader whose résumé includes hundreds of publications and presentations.
Our COO, Ann Byrd, is a National Board Certified Teacher who spent 13 years in the classroom. She has two decades of experience working with schools, districts, and states on policy and practice regarding teacher leadership and professional development (recruitment, retention, mentoring, coaching, etc.).
Our thought leadership and expertise can take a variety of forms

  • Consultancies;
  • Expert testimony;
  • Facilitation of meetings;
  • Policy papers;
  • Speaking engagements; and
  • Teaching quality audits.
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