The Marsal School community sees countless K-12 narratives that are cause for optimism. We want to tell these stories.
Teach Blue Fellows is an exciting new program and part of the school’s Teach Blue initiative, one of the Marsal School’s approaches to addressing the challenges of recruiting, preparing, retaining, and recognizing teachers by providing a comprehensive pipeline of opportunities and resources.
Teach Blue Fellows are working alongside their peers and Marsal School faculty members to address authentic problems of practice in their work. Over the course of three semesters, the fellows—all K-12 educators—will define a problem of practice, learn more about the surrounding issues, craft a solution to be implemented in the fall of 2024, and then report out findings at the Teach Blue Fellows Symposium in spring 2025. Part of the fellows’ role is to pull back the curtain and show the public what the hard work of teaching and learning looks like—including constant reflection on the part of educators. During their three-semester inquiries, fellows will be broadcasting their work to a wide audience including parents and members of their communities. In these times when so many are looking to define K-12 education, the Marsal School will be sharing authentic stories of dedication, skill, curiosity, and innovation of educators.
Current Fellows
AI in the Schools
Aligning Teacher Preparation Coursework & Field Experience
Helping Interested Schools with Restorative Justice
Vertical Alignment of Social Studies Skills
Contextual Knowledge in English Language Arts
Past fellows
Recent Accounts
Vertically aligning skill work is no easy task, but by continually studying sources and thinking through the possibilities, a viable plan can emerge.
The challenges that come with writing an AP Language Synthesis Essay are stacked, one being a need for contextual knowledge. Students’ motivation to score well might be just the incentive they need to address it.
Schools everywhere are struggling to deal with AI. Thoughtful administrative leadership, deliberative planning, and collaboration can help schools lead instead of being led by the new tech.
Schools have a long history of flawed systems of justice with failed results, mirroring our wider society. What if we broke out of the institutional mindset and looked to Indigenous philosophies to inform Restorative Justice alternatives?
Vertically aligning skill work is no easy task, but by continually studying sources and thinking through the possibilities, a viable plan can emerge.
If students need contextual pool knowledge for their writing tasks but that pool is shallow, the challenges are endless. But after some conversations and research, a plan emerges to make it part of students’ writing routines.
For teacher candidates, instructional theory courses and field work can feel like two worlds. Two faraway worlds. How can we make them feel like parts of the same? The simple act of asking questions gets that process started.
Vertically aligning skill work is no easy task, but by continually studying sources and thinking through the possibilities, a viable plan can emerge.