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Dear Intrepid Teacher Leaders,
Congratulations! You have the opportunity to craft a hybrid role in which your innovative leadership transforms the teaching profession while you still teach students during part of the day. You’ll be a credible voice among teachers with relevant perspective to offer those outside of the classroom.
Wait…you’re considering two jobs for the price of one?
Why do it?
On the heels of the “METLife Survey of the American Teacher,” which shows that 23% of teachers nationwide are very or extremely interested in hybrid roles, teacher leaders have been imagining innovative career paths at Education Week Teacher’s “Teaching Ahead: A Roundtable.” From creative roles like teacher life coaches to hybrid administrators and professor
In the wake of the Measures of Effective Teaching Project, educators and researchers alike are asking, "Now what?" Teachers especially ask, "Can you tell us something we didn't already know about effective teaching?"
In the 28 years my mother has worked at Lockheed Martin, I can remember the company opening their doors to the families of employees only twice. So when Lockheed sponsored another Family Day this fall, I gathered my clan and drove home to Orlando to check it out.
The display of technological prowess astounded me. Robotics demonstrations. Flight simulators. Lasers. A futuristic military exoskeleton called HULC.
This post originally appeared on Impatient Optimists, the blog of the Bill & Melinda Gates Foundation.
“I still don’t get it,” my new social studies teammate bluntly stated. “What do you actually do?”
I get these questions a lot lately. My school colleagues know I’m somewhere in the picture, like the red-and-white striped Waldo I used to hunt for in picture books. But now that I’m a teacherpreneur, teaching in the mornings and working on education research and policy in the afternoons, that’s about all they know.
“So, you want it?” my colleague Lee asked me during the last week of her teaching career.
I felt like a ravenous buzzard prematurely circling an animal. “Absolutely,” I answered. “I’ll send a couple of students to pick it up right now.” Her signature of retirement was not even dry, and here I was, first in line to pilfer her belongings?
Last month, the National Council on Teacher Quality (NCTQ) completed a study looking at my district, Oakland Unified.
Blogs
The Implementing Common Core Standards (ICCS) team blogs about best practices for integrating common core standards into the classroom.
The TeacherSolutions 2030 team blogs about improving the teaching profession between now and the year 2030.
Megan M. Allen is a National Board Certified Teacher and the 2010 Florida Teacher of the Year. She is a proud fifth-grade teacher in Tampa and a 2012-13 CTQ teacherpreneur.
Barnett Berry is the Founder and President of the Center for Teaching Quality (CTQ), Inc., based in Carrboro, NC. CTQ seeks to dramatically improve student learning by advancing teaching as a 21st-century, results-oriented profession. He wrote TEACHING 2030 with 12 accomplished teachers.
Dan Brown is a teacher and the author of The Great Expectations School: A Rookie Year in the New Blackboard Jungle. His writing has also appeared in The Boston Globe, The New York Daily News, The New York Post, and Education Week. He is a co-author of TEACHING 2030.
Jessica Cuthbertson is a teacherpreneur who divides her time between teaching 6th-grade literacy in Aurora, CO, and supporting teacher leadership through the Denver New Millennium Initiative.
Bill Ferriter teaches 6th grade language arts in North Carolina, where he was named a Regional Teacher of the Year for 2005-2006.
John Holland is an artist, a teacher, a writer, and an innovator. After 12 years as a preschool teacher, John began working at Early Head Start/Head Start Program as a child development specialist. He is a co-author of TEACHING 2030.
Jessica Keigan is a secondary language arts teacher at Horizon High School in Thornton, CO, and a teacher leader for the Denver New Millennium Initiative.
Ryan Kinser is a 6th grade English teacher in Hillsborough County, Florida. After a career in television production, Ryan taught in urban Washington as a D.C. Teaching Fellow. He is a member of the Hillsborough New Millennium Initiative.
Renee Moore has taught English and journalism for 20 years in the Mississippi Delta region at both high school and community college levels. She is National Board Certified, a former state Teacher of the Year, and a co-author of TEACHING 2030.
Dave Orphal is a teacher in Oakland, CA. Dave serves as a veteran teacher leader for the Bay Area New Millennium Initiative and works with the California Teachers Association's Institute for Teaching.
Ariel Sacks teaches eighth grade English at a middle school in Brooklyn, NY. She has published articles about her work in Teacher Magazine and is a co-author of TEACHING 2030.
Mark Sass has taught public high school for 18 years and has been involved in various leadership positions and policy discussions in Colorado. Mark is a member of the inaugural Aspen Teacher Leader Fellows.
In addition to our regular transformED bloggers, we frequently feature guest posts written by teachers involved in CTQ communities. We welcome teachers to share their reflections and expertise on transformED.
Jose Vilson is a math teacher, coach, and data analyst for a middle school in the Inwood/Washington Heights neighborhood of New York City. He is a co-author of TEACHING 2030.
Noah Zeichner is a National Board Certified Teacher in Seattle. He currently serves in a hybrid teaching role, dividing his time between teaching social studies and supporting CTQ's global teacher leadership initiatives.
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