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CTQ and

teacher
leadership:

Our Strategy

OUR STRATEGIES

High-quality public education for all students will not be achieved


without a bold brand of leadership from theirteachers.
Spring FY15

Why invest in teacher leaders

CULTIVATE

INCUBATE

SCALE

Deepening and assessing


the impact of teacher
leadership on learning

Advancing school designs


for 21st century teacher
leadership and student
learning

Developing and marketing


a system to spread teachers
knowledge and skills as leaders
of their profession

The practitioner-driven thinking and reporting from CTQ has had a tremendous
impact on me and has inspired new visions for this noble and important profession.
Jason Glass, Superintendent and Lead Learner of Eagle County Schools (CO)

Research
Evidence

Expert
Teachers

Thought leadership
to transform the profession
4

FOLLOW OUR WORK

teachingquality.org

@teachingquality

The public schools of today and tomorrow face a future of


researchers have found that students achieve more in
increasing complexity and growing uncertainty. All students
schools that have higher levels of collaboration2 and
must now meet higher, internationally benchmarked
when teachers report frequent conversations with their
standards of academic achievementcreating knowledge
peers that centered on their teaching, and when there
and communicating what they know and can do with
was a feeling of trust or closeness among (them).3
ever-evolving technological tools. And schools must
Also, nations whose students perform the best
serve these increasingly diverse and mobile
on international measures of academic
students with fewer resources, stronger
achievement, such as Finland and
competition, and greater accountability.
Singapore, have built their success
Meanwhile, teachers must adapt to
by investing in teachers and their
rapidly shifting technology as well.
leadership in the profession.4
To meet these challenges
And finally, a recent poll found
effectively, schools must
that 23 percent of our nations
develop transformative
teachers are extremely or
organizational structures,
very interested in serving in
mindsets, cultures,
hybrid roles as teachers and
resources, partnerships, and
5
leaders.
These findings are
management systems.
compelling, especially
Principalseven with a small
Rachel Evans
considering that the vast majority
team of assistantsdo not have
Language Arts and Literature
of teachers84 percentare not
Seattle Public Schools, WA
the bandwidth to take on all of these
Teacherpreneur
very
or not at all interested in
issues within a school hierarchy designed
becoming principals, whose jobs have
for a bygone era.
simply become not doable.6
The promise we see in teacher leadership as a driver for
The challenges of our time call for school leadership
educational transformation is grounded in powerful
that is well-distributed, responsive, and grounded
evidence. Economists have discovered that students score
in the needs of students as well as classroom,
higher on achievement tests when their teachers have
school, and community realities. We believe the time
opportunities to work with colleagues over long periods
has come to cultivate a bold brand of teacher leadership.
of time and spread their expertise to one another.1 Other
TEACHINGQUALITY.ORG

605 W Main Street : Suite 207 : Carrboro NC 27510

The Center for Teaching Quality (CTQ) is a national


nonprofit that seeks to create a high-quality public
education system for all studentsdriven by the
bold ideas and expert practices of teachers. CTQ was
launched in 1999 as a regional think tank
supporting the research and development initiatives of
the National Commission on Teaching and Americas
Future, as outlined in its landmark 1996 report. Over
the last 15 years, CTQ has evolved into an incubator
of teacher leaders and thought leadership advancing
a 21st-century teaching profession. Since 2003, we
have supported growing numbers of teacher
leaders in our vibrant online community, now known
as the CTQ Collaboratory. As of spring 2015, the
CTQ Collaboratory includes more than 9,000 members
fueling the work of teachers as instructional leaders,
assessment experts, virtual community organizers,
policy researchers, and published writers.
In the United States, teaching policy has recently
focused on firing ineffective teachers and recruiting
smarter ones. These are important issues, to be sure...
yet addressing them as isolated concerns will not
transform teaching and learning for all students. To do
so will require a laser-like focus on better utilizing the
many effective teachers already in our nations classrooms.

CTQ has begun this work including the cultivation of


teacherpreneursclassroom experts who teach
students regularly but also have time, space, and
reward to incubate and spread their own ideas. The
mission of CTQ is to connect, ready, and mobilize
teachers so they can transform their profession in
students best
interests.

2003
A few dozen
teachers on a
listserv

educators and
advocates in the
Collaboratory

Our approach to advancing a high-quality public


education system is informed by evidence on how
teachers matter for student learning and how their
expertise can spread effectively to their colleagues and
administrators, as well as policymakers, parents, and
the public writ large.

AND

to advance bold school reforms for a


high-quality public education system
for all students, and where todays
policy elite will increasingly turn
for answers.

Shannon Cde Baca


Award-winning Science Teacher,
Iowa Learning Online,
CTQ Board of Directors

The core work of CTQ

Our organization must become the place


where large numbers of teachers

THINK DO

TODAY

We believe strongly in cultivating teachers


active leadership, not merely their voice
or engagement. Teacher leadership does
not come at the expense of administrators
and policy leaders. But it ensures that
those who teach students and work
most closely with them and their parents
can craft innovative solutions to
complex problems of
teaching and learning,
now and in the
future.

At CTQ, we connect teachers virtually


with one another, as well as with other
stakeholders who support their
leadership. This extends teachers
professional learning networks and
spreads their ideas and expertise,
breaking down geographic barriers.
We ready teachers to lead with
schools, districts, state agencies, and
associations to meet pedagogical
and policy challenges and opportunities
through informed risk-taking and
authentic collaboration.
And we mobilize teachers to pursue
(and create!) opportunities that
transform schools and their profession,
tackling important challenges and
goals, both locally and globally.
Through our thought leadership, CTQ also works
to articulate the promise of systemic change
to help all stakeholders embrace the necessity of
reforms that are comprehensive and wide-reaching
(beyond the confines of an individual school or
school district).
We are a catalytic nonprofitand we deeply value
targeted partnerships that bring coherence and
bridge perspectives for collective impact on
education systems. We draw upon the strengths
of diverse organizations as well as investors and
funders for maximum benefit to students.

In the CTQ Collaboratory, educators


connect deeply with forward-thinking peers,
sharing insights and crafting solutions.

Teacher leadership shouldnt be something granted by a higher-up like a gift or


a favor. Its the idea that teachers who

SEE THEMSELVES
CHANGE
AS THE

in schools act upon it, and others


respect the work by giving
that teacher space, time,
and resources to continue
that great work.
Jos Luis Vilson
Award-winning Math Teacher,
Inwood 52 Middle School NYC,
CTQ Board of Directors

Measuring progress toward our goals


Over the next several years, we should evaluate our progress
on the basis of the following developments:

The health of targeted, strategic partnerships that enable


CTQ to spread our approach throughout the education
system;

The growth of demand for CTQ-developed tools,


products, and services;

The visibility of teachersand CTQas thought leaders


for advancing teaching as a profession;

An increase in numbers of states, districts, and


professional associations recognizing and investing in a
bold brand of teacher leadership, including
teacherpreneurs; and

A more diversified stream of revenue that allows CTQ to


invest flexibly in yet-to-be known innovations, as well as
new technologies to support our growing community.

Endnotes

We connect, ready, and mobilize teachers to transform the profession


and 21st-century student learning

1 Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: The
importance of peer learning for teachers (No. w15202). National Bureau of Economic Research.
Retrieved November 21, 2012 from http://www.nber.org/papers/w15202
2 Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A Theoretical and Empirical
Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public
Elementary Schools. Teachers College Record, 109(4), 877-896.
3 Leana, C. (2011). The missing link in school reform. Stanford Social Innovation Review, 30-35.
4 Ibid.
5 Asia Society (2013). How the best school systems invest in teachers. Retrieved on May 28, 2014
from http://asiasociety.org/education/learning-world/how-best-school-systems-invest-teachers
6 MetLife Corporation (2013). The MetLife Survey of the American Teacher: Challenges for school
leadership. Retrieved on February 24, 2013 from https://www.metlife.com/assets/cao/foundation/
MetLife-Teacher-Survey-2012.pdf

The Center for Teaching Quality (CTQ) is a national


nonprofit that seeks to create a high-quality public
education system for all studentsdriven by the
bold ideas and expert practices of teachers. CTQ was
launched in 1999 as a regional think tank
supporting the research and development initiatives of
the National Commission on Teaching and Americas
Future, as outlined in its landmark 1996 report. Over
the last 15 years, CTQ has evolved into an incubator
of teacher leaders and thought leadership advancing
a 21st-century teaching profession. Since 2003, we
have supported growing numbers of teacher
leaders in our vibrant online community, now known
as the CTQ Collaboratory. As of spring 2015, the
CTQ Collaboratory includes more than 9,000 members
fueling the work of teachers as instructional leaders,
assessment experts, virtual community organizers,
policy researchers, and published writers.
In the United States, teaching policy has recently
focused on firing ineffective teachers and recruiting
smarter ones. These are important issues, to be sure...
yet addressing them as isolated concerns will not
transform teaching and learning for all students. To do
so will require a laser-like focus on better utilizing the
many effective teachers already in our nations classrooms.

CTQ has begun this work including the cultivation of


teacherpreneursclassroom experts who teach
students regularly but also have time, space, and
reward to incubate and spread their own ideas. The
mission of CTQ is to connect, ready, and mobilize
teachers so they can transform their profession in
students best
interests.

2003
A few dozen
teachers on a
listserv

educators and
advocates in the
Collaboratory

Our approach to advancing a high-quality public


education system is informed by evidence on how
teachers matter for student learning and how their
expertise can spread effectively to their colleagues and
administrators, as well as policymakers, parents, and
the public writ large.

AND

to advance bold school reforms for a


high-quality public education system
for all students, and where todays
policy elite will increasingly turn
for answers.

Shannon Cde Baca


Award-winning Science Teacher,
Iowa Learning Online,
CTQ Board of Directors

The core work of CTQ

Our organization must become the place


where large numbers of teachers

THINK DO

TODAY

We believe strongly in cultivating teachers


active leadership, not merely their voice
or engagement. Teacher leadership does
not come at the expense of administrators
and policy leaders. But it ensures that
those who teach students and work
most closely with them and their parents
can craft innovative solutions to
complex problems of
teaching and learning,
now and in the
future.

At CTQ, we connect teachers virtually


with one another, as well as with other
stakeholders who support their
leadership. This extends teachers
professional learning networks and
spreads their ideas and expertise,
breaking down geographic barriers.
We ready teachers to lead with
schools, districts, state agencies, and
associations to meet pedagogical
and policy challenges and opportunities
through informed risk-taking and
authentic collaboration.
And we mobilize teachers to pursue
(and create!) opportunities that
transform schools and their profession,
tackling important challenges and
goals, both locally and globally.
Through our thought leadership, CTQ also works
to articulate the promise of systemic change
to help all stakeholders embrace the necessity of
reforms that are comprehensive and wide-reaching
(beyond the confines of an individual school or
school district).
We are a catalytic nonprofitand we deeply value
targeted partnerships that bring coherence and
bridge perspectives for collective impact on
education systems. We draw upon the strengths
of diverse organizations as well as investors and
funders for maximum benefit to students.

In the CTQ Collaboratory, educators


connect deeply with forward-thinking peers,
sharing insights and crafting solutions.

Teacher leadership shouldnt be something granted by a higher-up like a gift or


a favor. Its the idea that teachers who

SEE THEMSELVES
CHANGE
AS THE

in schools act upon it, and others


respect the work by giving
that teacher space, time,
and resources to continue
that great work.
Jos Luis Vilson
Award-winning Math Teacher,
Inwood 52 Middle School NYC,
CTQ Board of Directors

Measuring progress toward our goals


Over the next several years, we should evaluate our progress
on the basis of the following developments:

The health of targeted, strategic partnerships that enable


CTQ to spread our approach throughout the education
system;

The growth of demand for CTQ-developed tools,


products, and services;

The visibility of teachersand CTQas thought leaders


for advancing teaching as a profession;

An increase in numbers of states, districts, and


professional associations recognizing and investing in a
bold brand of teacher leadership, including
teacherpreneurs; and

A more diversified stream of revenue that allows CTQ to


invest flexibly in yet-to-be known innovations, as well as
new technologies to support our growing community.

Endnotes

We connect, ready, and mobilize teachers to transform the profession


and 21st-century student learning

1 Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: The
importance of peer learning for teachers (No. w15202). National Bureau of Economic Research.
Retrieved November 21, 2012 from http://www.nber.org/papers/w15202
2 Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A Theoretical and Empirical
Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public
Elementary Schools. Teachers College Record, 109(4), 877-896.
3 Leana, C. (2011). The missing link in school reform. Stanford Social Innovation Review, 30-35.
4 Ibid.
5 Asia Society (2013). How the best school systems invest in teachers. Retrieved on May 28, 2014
from http://asiasociety.org/education/learning-world/how-best-school-systems-invest-teachers
6 MetLife Corporation (2013). The MetLife Survey of the American Teacher: Challenges for school
leadership. Retrieved on February 24, 2013 from https://www.metlife.com/assets/cao/foundation/
MetLife-Teacher-Survey-2012.pdf

CTQ and
teacher
leadership:

Our Strategy

OUR STRATEGIES

High-quality public education for all students will not be achieved


without a bold brand of leadership from theirteachers.
Spring FY15

Why invest in teacher leaders

CULTIVATE

INCUBATE

SCALE

Deepening and assessing


the impact of teacher
leadership on learning

Advancing school designs


for 21st century teacher
leadership and student
learning

Developing and marketing


a system to spread teachers
knowledge and skills as leaders
of their profession

The practitioner-driven thinking and reporting from CTQ has had a tremendous
impact on me and has inspired new visions for this noble and important profession.
Jason Glass, Superintendent and Lead Learner of Eagle County Schools (CO)

Research
Evidence

Expert
Teachers

Thought leadership
to transform the profession
4

FOLLOW OUR WORK

teachingquality.org

@teachingquality

The public schools of today and tomorrow face a future of


researchers have found that students achieve more in
increasing complexity and growing uncertainty. All students
schools that have higher levels of collaboration2 and
must now meet higher, internationally benchmarked
when teachers report frequent conversations with their
standards of academic achievementcreating knowledge
peers that centered on their teaching, and when there
and communicating what they know and can do with
was a feeling of trust or closeness among (them).3
ever-evolving technological tools. And schools must
Also, nations whose students perform the best
serve these increasingly diverse and mobile
on international measures of academic
students with fewer resources, stronger
achievement, such as Finland and
competition, and greater accountability.
Singapore, have built their success
Meanwhile, teachers must adapt to
by investing in teachers and their
rapidly shifting technology as well.
leadership in the profession.4
To meet these challenges
And finally, a recent poll found
effectively, schools must
that 23 percent of our nations
develop transformative
teachers are extremely or
organizational structures,
very interested in serving in
mindsets, cultures,
hybrid roles as teachers and
resources, partnerships, and
5
leaders.
These findings are
management systems.
compelling, especially
Principalseven with a small
Rachel Evans
considering that the vast majority
team of assistantsdo not have
Language Arts and Literature
of teachers84 percentare not
Seattle Public Schools, WA
the bandwidth to take on all of these
Teacherpreneur
very
or not at all interested in
issues within a school hierarchy designed
becoming principals, whose jobs have
for a bygone era.
simply become not doable.6
The promise we see in teacher leadership as a driver for
The challenges of our time call for school leadership
educational transformation is grounded in powerful
that is well-distributed, responsive, and grounded
evidence. Economists have discovered that students score
in the needs of students as well as classroom,
higher on achievement tests when their teachers have
school, and community realities. We believe the time
opportunities to work with colleagues over long periods
has come to cultivate a bold brand of teacher leadership.
of time and spread their expertise to one another.1 Other
TEACHINGQUALITY.ORG

605 W Main Street : Suite 207 : Carrboro NC 27510

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