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As we recognize that BT3's needs are different than BT1s & 2s, for the first time this year, we are taking our BT3s through a series of trainings that focus on National Board Certification.  It has been well received.

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schoolshave a mentor program plan to include all the aspects of support

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schoolshave a mentor program plan to include all the aspects of support

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On the last day of school, we host a "New Grizzly Graduation" and honor all the staff who were new to the school that year.  Certificates and awards are fun, often humorous, and presented by the staff's teammate, PLC members- someone who knows them well. It's always a great, positive way to end the year!

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Love the session! Great resources to get started with my teachers.

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https://thecornerstoneforteachers.com/

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Welcome!

ANGELA WATSON

Founder/Editor-in-Chief

Join over 92,000 teachers who receive our Sunday night emails, and get inspired + informed for the week ahead. Sign up here:

Welcome!

ANGELA WATSON

Founder/Editor-in-Chief

Join over 92,000 teachers who receive our Sunday night emails, and get inspired + informed for the week ahead. Sign up here:

What's Truth for Teachers all about?

We're a collective of educators who collaborate around a shared set of values and purpose.
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Diverse perspectives

We feature K-12 teachers with a wide range of identities, lived experiences, teaching experiences, and educational contexts. We seek to highlight voices that are often missing from the dominant narratives in education.

Sustainable workloads

We help teachers use mindset and productivity tools to create balance and find a sustainable approach to their workload. We prioritize energy-giving tasks to help teachers maintain their enthusiasm and creativity.

Teacher + student agency

We find the overlap between what's best for educators and what's best for kids, and support teachers in activism and advocating for positive change in their classrooms, schools, and communities.

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We work to create schools that prepare kids to be informed, conscious citizens, and we value more than just the academic instruction, as the physical, emotional, and mental wellbeing of children and educators are interconnected.

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The encouragement, motivation, and practical teaching strategies you'll find here are grounded in these core beliefs:

We believe classroom teachers have a unique and essential expertise that must be centered in discussions about education. Decisions about teaching should not be made without teachers. So, we use our platform to amplify the voices of classroom practitioners.

We seek out a diversity of perspectives and honor the wide range of experiences teachers have in K-12 schools. We focus on teachers in the United States, but welcome and learn from the voices of educators around the world. We encourage them to speak openly and transparently about all they are experiencing.

We believe in the relentless pursuit of truth by uncovering history, facts, and experiences that have been obscured or whitewashed. We look to see whose perspectives are missing from common narratives and how that's shaped what we believe is true. We are constantly learning and growing, and sharing that process with other educators.

We believe that who teachers ARE matters just as much as what they DO. Therefore, we focus not only on professional development, but also personal development. We delve deeply into topics of mindset, unpacking personal bias, habits for strong mental health, and overall teacher wellbeing. The goal is to provoke self-examination and help educators be the best true version of themselves.

We work to be inclusive but aren't afraid to take a stand on divisive issues when needed. When deciding whether to tackle a controversial topic, our guiding question is, "Who benefits if we choose to stay silent about this?" We stand with folks in the margins and work for justice, accountability, and equity.

We believe in a humanized approach to education, addressing not only the needs of the whole child but the whole teacher. The physical, emotional, and mental wellbeing of both children and educators is our central concern, and does not come secondary to academic goals.

We believe the status quo is not best serving the needs of teachers or kids, and push one another to reimagine what's possible. We do not believe in martyring ourselves to meet impossible expectations or overburdening students with irrelevant assignments and excessive testing. Instead, we support teachers in focusing on what makes the biggest impact for kids, and setting boundaries on how much time they-and their students-dedicate to less impactful tasks.

We believe there is a huge overlap between what's best for kids and what's best for teachers, and work to offer solutions that serve the best interest of both. Kids learn best from happy, supported, balanced teachers. So, we reject the tendency to pit teachers' needs against those of students, and instead look for the alignment between them.

We believe teaching is inherently impacted by the larger political, cultural, societal, and institutional frameworks that our schools operate within. So, we don't shy away from discussing current events, and work to inform and equip educators to navigate systemic challenges.

We believe that a free high quality public education is not only the right of every child, but essential for the greater good of a nation. We respect parental choice, and support teachers working in private and charter schools. We also have a deep passion for strengthening our public school system through equitable learning conditions for kids and sustainable working conditions for educators.

We actively look for solutions that make teaching more effective, efficient, enjoyable, and equitable. We seek to help teachers find a sustainable approach to their work in order to maintain their enthusiasm and creativity. We support them in identifying practices that make the best use of class time and help meet the needs of all students, without burning out.

We believe our mission is up for questioning but not up for debate. We invite healthy discussion initiated in good faith for the purpose of clarification. We encourage pushing one another's thinking to include additional perspectives. And, we welcome all educators in this space. In the interest of cohesion and forward progress, we focus on the needs of educators who share our core values. We do not compromise the work of our community to center the perspectives of those who are disinterested in (or opposed to) our goals.

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Truth for Teachers: Real talk from K-12 educators

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Check out our growing collection of articles, podcast episodes, online courses, books, and curriculum resources designed to help educators live a more purpose and conscious life.

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Differentiate for BT 1, 2 and 3 with topics, elementary/ secondary and choice, Our BTs must complete 12 (or more!) BT district wide support sessions by the end of their 3rd year. This has helped with scheduling, interest and "life events" that come up. Stil wanting to find ways to differentiate better so thanks for the ideas!