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

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Apples & Oranges: Why This Year's State Test Was a Waste of Students' Time

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Last week a group of CTQ-Colorado teachers attended and offered comments at the State Board of Education meeting. The following post is a written version of my remarks. While the board passed a symbolic resolution (in a 4-3 partyline vote) to withdraw from PARCC, one state board member boldy and publicly supported the standards and advocated for the aligned system our students deserve. If we must insist on a standardized test, I want the best one for my students. Core advocates (and skeptics!) -- I hope you'll park your thoughts on PARCC (& Smarter Balanced) here. 

Featured

Speak Less, Act Right

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The first time I read these words by a Holocaust survivor, they haunted me. “My eyes saw what no person should witness: gas chambers built by learned engineers. Children poisoned by educated physicians. So I am suspicious of education. My request is: Help your children become human.” To fulfill that request, our actions matter far more than our words.

Featured

Advice to Myself as a New Teacher

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Dear Mr. Barnwell (version 2004),

Featured

Chào mừng bạn đến Quốc Hoa Kỳ (Welcome to the United States)

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Opening up my e-mail and sipping on my third coffee of the morning, I read the following message:

“Hello teachers.  Please welcome a new 10th grader, Ngoc Trinh, coming to us from Vietnam. We will have to do our best to support this student with her limited English skills.”

“Uh oh…” was my first thought. 

Featured

Simple Truth: Hashtags Can Save You Time

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If there was ONE thing that I'd want every practicing educator to know about learning in social spaces it would be that no matter what field you are working in, there are TONS of folks who are sharing resources t

Featured

Why Don't Those Teachers Own Their Profession Already?

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Hypothetically speaking, let's say a subset of all teachers decided to go against their district's wishes, teaching their curriculum according to a mix of research and expertise, but masking it under the name of the latest district buzzword. Would you blame them for not outright fighting against their administration's wishes or congratulate them for "owning" their profession?

Of course, that's a trick question because it largely depends on your lens.

Latest Blog Posts

Barnett Berry

February 11, 2011

Teaching 2030: The education students need and deserve

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It’s time to revamp and revitalize teaching as a profession to reflect a complex, 21st-century world. We need millions of well-prepared, highly savvy teachers who teach in school organizations designed to share their expertise with colleagues down the hall as well as in virtual communities. There’s a lot of talk today about making our schools [...]

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Bill Ferriter

February 11, 2011

Read this: The hidden contract of urban schools

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The Hidden Contract dominates decision-making in an urban school. In many schools, the implied contract between teacher and student is the following. You the teacher will agree to not challenge me, force me to work hard, embarrass me, or make me struggle, and I the student will not act out, disrupt the class, embarrass or challenge you in any way.

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Renee Moore

February 11, 2011

Shared accountability

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Accountability, by definition, includes power.

One can only fairly be accountable for those things over which s/he has a comparable degree of control. Contrary to media myth, for American public school teachers, the aspects of our work over which we have any control has increasingly shrunk over the past 30 years. That decline parallels the perceived drop in student academic performance both across the country and between the U.S. and other countries.

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Renee Moore

February 8, 2011

The teaching profession our students deserve

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Watch this great animated summary of our new book, TEACHING 2030, on how to get us from here to the teaching profession our children deserve.

 

 

 

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Dan Brown

February 7, 2011

Calculating influence and accountability

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“A teacher affects eternity; he can never tell where his influence stops.” –Henry Adams

 “A policy maker affects children while the policy is in fashion. Common sense never goes out of fashion.” –Dan Brown

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Dan Brown

February 7, 2011

Calculating influence and accountability

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“A teacher affects eternity; he can never tell where his influence stops.” –Henry Adams

 “A policy maker affects children while the policy is in fashion. Common sense never goes out of fashion.” –Dan Brown

Continue Reading…

Bill Ferriter

February 6, 2011

Guest blogger: Why ‘us v. them’ is a flawed accountability construct

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My recent post describing what I’d like to hold principals, district leaders and policymakers accountable for has drawn quite a bit of interesting conversation.

In particular, I’ve enjoyed a bit of pushback that I sparked when I argued that the ‘us v. them’ feeling that exists between principals and teachers around accountability is appropriate. 

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José Luis Vilson

February 3, 2011

Popping the old accountability bubble for the common good

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John, You bring up really good points about attribution error in your latest. Realistically, anytime you have a system of accountability, you have to wonder who benefits from that system of accountability. Without more involved parties in the decisions, you end up with a plethora of one-way mandates and little discussion. It brings me of [...]

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Bill Ferriter

February 2, 2011

What I’d hold YOU accountable for

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I got a rush out of the time that I spent at Educon last weekend.  There’s nothing quite like having the chance to meet people that I’ve learned from online for so long in real life.

Intellectual networking—finding connections between my own thinking and the thinking of peers working in dozens of different schools—was awesome.

But I think I rubbed several principals the wrong way on the first night of Educon when I wrote:

Note to principals:  If you want me to innovate, you've got to create the conditions that encourage me to experiment.  

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