In my 18 years as an educator, there have been two moments where I have struggled for the right words: 09/11/01 and 11/09/16. On September 11, 2001, the world was… read more →
Our goal is to support and develop those differences so our students can bring all of themselves to the learning environment. And we need to consider a wide spectrum of differences: ability, age, gender identity/expression, race and ethnicity, religion, social class, and sexual orientation.
Holding the tension of paradox so that our students can learn at deeper levels is among the most difficult demands of good teaching. How are we supposed to do it?
As the seasons change from summer to fall, so do our temperaments. We’re used to school again. We have routines built around course planning, paper grading, meeting times, teaching routines.… read more →
Advancing equity is challenging, and we need all the support we can get. While we often talk about the value of networking, it’s even more critical for those who are… read more →
Some scholars contend that teaching is an art—that there is an ineffable quality to instruction that can’t be quantified. Great teachers have that “it” factor; students are inspired; learning happens… read more →
One of the CATDC’s core values is collaboration, and our programs offer participants opportunities to build networks of support and understanding amongst like-minded independent school educators.
The Beginner’s Mind makes innovation possible, gives chances to those who may not have succeeded before, allows people to evolve as the world does—keeping education dynamic. And while the Beginner’s Mind opens us up to possibility, the rituals of school keep us grounded in moments when the feelings of overwhelm, jitters, and opening day anxiety may get the best of us.
This past spring, the CATDC in partnership with the San Francisco School hosted two meetings focused on math curriculum. The first meeting in March brought together middle school math educators… read more →