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Small Moves, Big Impact: Making Space for Student Stories

By Joshuah Thurbee, Program Officer for Teacher Development

By Joshuah Thurbee —Program Officer, Teacher Development Knowles Science Teaching Foundation March 29, 2017 During the third and fourth years of the five-year KSTF Teaching Fellowship, our overall goal is for Fellows …Read More

Teacher Social Capital and Educational Improvement

By Melissa Kagle, Senior Research Associate, and Jodie Galosy, Lead Senior Research Associate

By Melissa Kagle —Senior Research Associate—and Jodie Galosy —Lead Senior Research Associate Knowles Science Teaching Foundation March 23, 2017 Recent KSTF staff blogs describe how supporting Fellows in building professional community forms a critical …Read More

Engaging as Critical Friends

By Linda Abrams and Joyce Lin, Program Officers for Teacher Development; Michele Cheyne and Roseanne Rostock, Senior Program Officers for Teacher Development; and Jodie Galosy, Lead Senior Research Associate

By  Linda Abrams and  Joyce Lin —Program Officers for Teacher Development; Michele Cheyne and Roseanne Rostock —Senior Program Officers for Teacher Development; and Jodie Galosy —Lead Senior Research Associate Knowles Science Teaching Foundation March 16, 2017 At KSTF, Teaching Fellows …Read More

Computational Literacy is Literacy: Programming Professional Development at KSTF (Part 1: Foundations)

By Eric Eslinger, Program Officer, Educational Technology

By  Eric Eslinger —Program Officer, Educational Technology Knowles Science Teaching Foundation March 8, 2017 There are a number of reasons why a math or science teacher or student might want to learn to …Read More

The Power of Relationships in Becoming Teacher Leaders

By Linda Abrams, Program Officer, Teacher Development

By  Linda Abrams —Program Officer, Teacher Development Knowles Science Teaching Foundation February 27, 2017 We at KSTF believe that education reform is most potent when it is led by teachers, grounded in …Read More

Practitioner Inquiry and Reclaiming the Teaching Profession (Part Two)

By Nicole Gillespie, Executive Director & CEO

By Nicole Gillespie —Executive Director & CEO Knowles Science Teaching Foundation February 6, 2017 In my previous post on this blog , I wrote about some of the ways in which practitioner inquiry allows teachers to strengthen, …Read More

An Open Letter to Senator Franken

By Lindsay McDowell, Fellow

By Lindsay McDowell Fellow Knowles Science Teaching Foundation February 1, 2017 Dear Senator Franken, I first want to thank you for the direct and relevant questioning you gave Mrs. DeVos during her …Read More

Practitioner Inquiry and Reclaiming the Teaching Profession (Part One)

By Nicole Gillespie, Executive Director & CEO

By Nicole Gillespie —Executive Director & CEO Knowles Science Teaching Foundation January 31, 2017 Teaching has been called America’s most embattled profession , and the fact that we still debate whether it counts as a profession …Read More

STUDYING TEACHER COMMUNITIES: WORKING THROUGH SOME INHERENT CHALLENGES OF INQUIRY

By Linda Abrams, Program Officer for Teacher Development, and Roseanne Rostock, Senior Program Officer for Teacher Development

By Linda Abrams —Program Officer, Teacher Development—and Roseanne Rostock —Senior Program Officer, Teacher Development Knowles Science Teaching Foundation December 6, 2016 At KSTF, we believe that teachers at all stages of their careers have …Read More

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