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Over the course of two years, The Gates Foundation engaged more than 30,000 teachers via 10 discrete surveys. We supplemented that work with qualitative research, including 10 focus groups and dozens of in-depth, one-on-one conversations. We even analyzed what teachers are saying about their classrooms, the profession, and systems among peers in edchats, blog posts, and tweets. Here are some of the larger narratives we tapped into, a small sampling of short stories written by educators, an overview of what we learned, and a series of recommendations detailing how to support teachers, help them design new solutions, and advance their profession.
Summers usually offer educators a moment to take a breath and recharge. But this year was different. With the pandemic disrupting the country, district and school leaders were overwhelmed, trying to devise plans for schools for the fall, whether remote, in person, or hybrid.
Teaching can be isolating, and we have been trying to figure out how to connect teachers in more powerful ways to have conversations about their profession and practice. Teacher fellowships are one way for teachers to connect, reflect, and improve their practice.
What happens when teachers trade isolation for collaboration? Teachers in Colorado and Kentucky wanted to find out so they created the Common Assignment Study (CAS) to show the positive impact of teachers working across district and state lines to better serve students.
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