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Over the past six years, more than 4,500 students, teachers, teacher coaches, community members, program designers, CEOs, researchers, and policymakers from across and beyond our network of 60+ partner organizations have contributed to these crowd-so...

In this video from 2015, Óliver Jabato Rodríguez, alongside his students and with the support of his coach, Toni Pedragosa, reflects on why he solicited students’ feedback to strengthen his classroom, and how he ultimately grew himself.

This resource offers tools to measure Connectedness.

Through this interview from 2019, explore Teach For Uganda alumnus Charles Obore's, perspective on how he experienced inequity and how he overcame it.

In this video from 2016, Kusum, a Teach For India student in Delhi, shares her perspective on leadership and building a collective vision.

Cet outil vise à aider les enseignants à prendre conscience des hypothèses sous-jacentes qui influencent leur perception des élèves, d'eux-mêmes, de leur communauté et de leur travail. Il leur permet d’« établir des connexions » entre ces perspective...

Dans cet exercice, nous étudions les avantages et les inconvénients des deux extrémités d'une échelle en lien avec l’angle d’approche Les élèves comme leaders.

In this video from 2014, Claudia Araya (Enseña Chile, 2012) shares her reflections on how she developed the independence and leadership in students that are necessary for them to take ownership of their dreams and make them a reality.

In this exercise, we reflect on where we are on a full spectrum of perspectives related to the lens of Teachers as Learners and we consider what other “spectra” of perspectives are related to this lens.

How can we teach all children to read accurately, rapidly, and with comprehension by the end of third grade? The National Reading Panel Report provides an answer to this question.