Black History Is Part of Everything We Teach
by Michelle Ellis | 2.27.21
As teachers, it’s up to us to make sure our students learn their histories, especially our Black students – whose stories have never been centered in the curriculum.
“All of this came to life because of a question by a child and a community focused on empowering students.”
— Educator Kayla Rago
Read more: A student-led project made our school more inclusive
“As we think about the school year ahead, I'm hoping the communal journal strategy can serve as a foundation.”
— Educator Bob Friel
Read more: How digital journals can make space for student connections
“Equity-driven teaching always takes knowledge and care, and the prospect of using inclusive, affirming teaching strategies to support our students, both in-person and online, is challenging.”
— Educator Jorge Valenzuela
Read more: Bringing trauma-informed strategies into the (online) classroom 
“I want to be an anchor”: 5 educators on finding purpose in showing up for students.
by Teacher2Teacher Team | 1.29.21
As educators like you take on challenge after challenge in this particularly difficult year, we’ve been so inspired by all the ways you’re supporting your students – and your fellow teachers.
#WhyITeachNow: Because Teachers Have Never Been More Important
by Tiffany Alexander | 1.28.21
I’ve been teaching for 13 years, and I’ve done a little bit of everything: working in school communities as an English teacher, as a coach, as an instructional specialist.
#WhyITeachNow: To Make Sure Students Have a Voice in Reimagining Education
by Marquise Richards | 1.26.21
This school year, my students are facing major challenges. Everything is done over the screen, and some students prefer other modes of learning. Their homes aren’t designed to be full-time learning spaces. Some students feel like they’re being set up for failure.
#WhyITeachNow: To Make Education Personal for My Students
by Allie Alejandra | 1.25.21
If education doesn’t feel personal to my students, it won’t feel compelling or real – but if I can get them to connect with what they’re learning, I can inspire them to envision new possibilities for their lives.
What does it mean to offer our students both compassion AND high expectations?
by Denisha Saucedo | 1.19.21
As a student of color, I didn’t have the best experience in school. My family migrated from Jamaica, and I’m a first-generation American. When I got to school, there were a lot of assumptions made about me and my life – and my teachers had lower expectations for me than they had for other students.
4 Ways We Can Show More Grace, Empathy and Compassion in Our School Communities
by Quincy Hills | 1.14.21
I was very humbled by an experience I had last March, after the switch to distance learning. I was driving to go pick up some groceries, and I saw three of our students sitting on a curb with a Chromebook. I thought, “What in the world are they doing?”
What does anti-racism have to do with STEM?
by Victoria Thompson | 12.14.20
As more educators step up to do the work of anti-racism in their classrooms and communities – and make what John Lewis called “good trouble” – it’s essential that we seek out resources in every subject area that center the experiences of those who are Black, Indigenous, and/or people of color (BIPOC).
Starting With “Why”: How I Choose Digital Tools to Support My Students
by Jaime Fagan | 12.6.20
I’ve always loved using education technology to support my students, so now that my school community is learning online, choosing digital tools to inspire my kids feels like such an exciting opportunity for me. But when I lead a PD session for fellow teachers on virtual teaching, I often hear questions like, “There are so many digital teaching tools! How are we supposed to know what to use when?”
6 Ways to Make Virtual Formative Assessment Meaningful
by Ben Cogswell | 11.30.20
I teach kindergarten in Salinas – sometimes called the “Salad Bowl of the World” because of our rich agricultural industry. Just about everyone in our school community is a language learner. Some of us know a lot of English and a little Spanish, and some of us know a lot of Spanish and a little English. In kindergarten, one of our top priorities is building students’ language skills.
