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Building Community Through the Use of Protocols

By Ayanna Perry, Program Officer, Teacher Development

By Ayanna Perry Program Officer, Teacher Development Knowles Science Teaching Foundation November 9, 2016 KSTF staff have seen a proliferation of Professional Learning Communities among teachers. In our work with teachers, we …Read More

Introduction to Inquiry Practices and Habits of Mind

By Michele Cheyne and Roseanne Rostock, Senior Program Officers, Teacher Development

By Michele Cheyne and Roseanne Rostock Senior Program Officers, Teacher Development Knowles Science Teaching Foundation November 2, 2016 At a recent meeting of KSTF Teaching Fellows, three Fellows huddled together to …Read More

Keeping Our Expectations High

By Ayanna Perry, Program Officer, Teacher Development

So, when we think about the use of higher cognitive demand tasks, it’s this idea of equity that we propose. It isn’t that I think that all students will meet the same high expectations with the exact same support, but that all students can reach the same high expectations if we are thoughtful about the supports we offer them. Read More

Get Writing!

By Rebecca Van Tassell, Fellow

This dissenting view—that teachers’ perspectives are crucial and worthy of inclusion in the discourse of education research—is one that is of the utmost importance. And it is a stance that is uncommon, to the point of being radical. Read More

The Importance of Teacher Stories

By Heidi Park, Fellow

Teacher stories are a complex body of knowledge about both the content that we teach and the people involved, and we can learn so much from each other when we’re honest about the triumphs and challenges. And maybe, if we are honest about our stories (both the good and the bad), we can help those outside of teaching see the multifaceted nature of our profession and see how there is no single “magic bullet” that will solve all of the educational problems in America. Read More

The Value of Interdisciplinary Units in the Classroom

By Emily Berman, Fellow

Yes, it was nice to orchestrate learning experiences for my students, but my most successful units (highest participation and student engagement, and the units that students remembered the most on their end of the year evaluation) were the units that I developed in collaboration with my colleagues. Read More

Improvement Science as a Means to Amplify Teacher Voice

By Heather Haines, Fellow

In helping my students find their voices as chemists, I found my own voice as a teacher who could enact change in my classroom in response to my students’ needs. Read More

Teacher Collaboration as the Key to Our Students’ Futures

By Bradford Hill, Fellow

Teacher collaboration and networks of collaborative teacher groups are already creating the innovation we need to best prepare our youth for their futures and teachers, administrators, and the education system need to continue to expand them. Read More

Teaching Through Challenges that Matter to Students

By London Jenks, Fellow

One of the most fruitful places for learning is in the middle of struggle, in fact brain research supports the claim that we need struggle in order to learn. There is a strong precedence for humans and the human race growing and developing in times of challenge and uncertainty. This is true in the classroom, as well. When I am able to engage students in the challenges that face our community, nations, and globe, their learning takes on more rigor and relevance. Read More

Recruiting International Students: Decisions to Consider (Part Two)

By Anne Watson, Fellow

In my previous post, I introduced some of the fiscal issues related to enrolling international students. In this post, I’ll share tips on how to find international students and how to market your school. Read More

Recruiting International Students: Decisions to Consider (Part One)

By Anne Watson, Fellow

I don’t know about you, but normally I don’t know what’s going on in the classroom next to mine, let alone classrooms in another country. Normally, I have no idea what goes on behind the scenes in administrative politics. This past year, however, was not a normal year for me. Instead of teaching science at Montpelier High School... Read More

Problematizing Frameworks for Emerging Multilinguals

By Nicholas Chan, Fellow

Immigration has no timetable. The students at my school, all of whom are recent immigrants, start the new academic year in mid-August. But we have students join us as late as early April (and then again in May as we take on students who will start with us the next year). Sometimes, a new student is on the roster but not attending class for days while waiting for mandatory vaccinations. Other days, our counselor will run into class a minute before the bell rings... Read More

Where are Teachers in the Conversation About Education?

By Kate Blaske, Fellow

Recently, I have had discussions with both educators and others about what I see as a trend in our current national discourse about education and in educational policies: the government (i.e., federal, state, and local, as well as government agencies and school boards), along with corporate and foundation benefactors, seem to decide what is best in education. This often means that teachers are left out of the conversation at best or, when they speak up, maligned at worst. Read More

The Counter-Intuitive Benefits of Teacher Leadership: Staying Sane and Sustained

By Andrew Wild, Fellow

Why should beginning teachers engage in leadership? Teaching is extremely demanding in terms of time, intellect, and social-emotional resources. Why add leadership to the endless list of responsibilities? I don’t ask these questions hypothetically. I asked them myself in my first few years of teaching. Effecting change outside of my classroom was low on my list of priorities. I recall thinking, “I need to focus on being the best teacher I can be for my students . . . and survive my 3rd period class. The leadership can wait.” There were two flaws in my thinking... Read More

Bringing Teacher Voice to the Table

By Lindsay McDowell, Fellow

I’ve always said that nobody knows what the students in my classroom need mathematically better than I do. Not the other math teachers at my school, most who have been here for less than a month. Not my former, English teacher principal, who always wants a math person to answer her math questions. Not the Curriculum and Instruction directors over at the district office, who make it into my room about once a semester. This is why I’m currently hiding out teaching the highest level of math classes. Read More