The national mood reminds me of the plants I had expected in my abandoned raised beds. The soil is shallow and the fertilizer isn't good, so not much good is growing but weeds.


When it comes to engaging young people, DJs behind their turntables can teach educators a thing or two, especially during Spring Break.


While I understand the survival instinct, our profession is at a turning point. We can no longer afford the luxury of caring only about what happens in our classroom.


This is the miracle of teacher leadership. When done right and when teachers are nurtured in an environment that is safe, where risks and mistakes and encouraged, we begin to trust one another and cooperate to achieve more than we could on our own.


What may be most absent from the education reform conversation is a focus on the love of teaching itself. Not a love of the public schools versus charter schools. Not a love of one political perspective over another. Not a love of one solution at the expense of another.


I don't know what happened yesterday, but I can promise you it will make its way into my classroom tomorrow. It will be carried in on the shoulders of my students, on the faces of my coworkers. It will be broadcast on the radio on my drive in, showcased on my laptop screen during lunch.


As we anxiously await the changes to our national department of education, there has never been a greater need for teacher leaders to cultivate a more collective accountability for public education


In the classroom Maslow ALWAYS comes before Bloom.


The morning after the 2016 election, a first-period 11th grade English class sat in front of me visibly subdued. I knew, from my own experiences, that if I did not acknowledge their discomfort and fear, they would learn nothing...


As a teacher, I have intimate knowledge about how the education system may not act in her best interest. At three, she has yet to experience the wide range of road bumps and brick walls that she will have to navigate and negotiate. But, as an educator, I know the power of educators.


The opinions expressed in Teacher-Leader Voices are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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