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CTQ and TeachingPartners are helping teachers document and share their “Stories of Impact”

Teachers will tell you that, like their students, they learn best from the shared experience of others. Discovering the moments that shaped another’s personal journey; listening to a story of change told in an authentic voice; hearing directly about someone’s struggles and how they were overcome; understanding the genuine impact that comes about through deliberate change—these details lead to understanding and to inspiration.

The positive impact of a personal story is especially true when teachers’ share the stories of the hard-won achievements within their profession. Every great teacher has a story that demonstrates the personal power of teaching. But too often these stories remain untold. Teachers fear that sharing their professional challenges and successes will leave them vulnerable, or make them appear boastful. Some don’t feel confident about their ability to share what they know and have experienced. As a result, many stories we hear about teachers taking steps to make a difference in their profession are exaggerated narratives of great success or great failure—stories told not by teachers themselves but by people who don’t share their experience in the classrooms, or even in the profession.

CTQ and TeachingPartners have launched a new teacher-driven campaign that gives voice to the positive power teachers have in shaping their professional practice. Together, we are inviting teachers to document their stories of professional impact. We believe that sharing more fully the ways in which teachers make positive changes in their classrooms, their schools, and their communities can shine a light on the many ways teachers lead within their profession. We believe sharing these stories of impact will help teachers become better partners with administrators, parents, and students, and that together we can advance what it means to be a teacher inside and outside the classroom.

The “Stories of Impact” campaign showcases teachers’ true power to create positive change in their profession and encourages other teachers to do the same. To ensure that as many teachers as possible can take part in this campaign, we’re already helping teachers to develop and share their stories:

  • We’re developing powerful examples of professional impact. We’re inviting teachers to share their Stories of Impact via TeachingPartners. Then, in June 2018, the creators of 15 powerful stories will be invited to a special Summer Storytelling Workshop in New Orleans, Louisiana. At the Workshop, participants will record their stories with professional film producers so that they can share them broadly when school resumes. Teachers invited to take part will receive a stipend for their efforts as well as free travel, lodging, and attendance at the three-day workshop. They’ll also be showcased in the upcoming Stories of Impact social media campaign. Read below for how to join us!
  • We’re bringing teachers together. We’re inviting teachers to share their experiences and their Stories of Impact at the CTQCollab. In fact, every teacher who registers at TeachingPartners is automatically enrolled in a working group designed to help teachers share their stories of impact. This group will be led by CTQ virtual community organizers and staff, who together will provide support and conduct regular workshop sessions that help teachers showcase, develop, and share their own stories of impact.
  • We’re helping teachers tell their stories. We’re inviting teachers to learn concrete strategies for shaping and sharing their stories of impact. Throughout the remainder of the 2017-2018 school year, CTQ’s virtual community organizers are free, credit-bearing, TeachingPartners Live Collaboratives that help teachers bring their stories of impact to life. Each CTQ Collaborative brings teachers step-by-step through another part of CTQ’s curriculum for documenting and sharing teachers’ professional leadership. Participants are encouraged to take part in as many Collaboratives as they like—and can apply what they learned toward receiving a Certificate of Participation and earning a micro-credential from CTQ.

Earning a Micro-Credential from CTQ

Developing the skills to share your story of impact can be a transforming experience—one that helps you to document your own professional development and to better advocate for the policies you believe in. Now, thanks to CTQ you can verify the successful implementation of these skills with a micro-credential you can share with your school or district.

Teachers who complete any (or all!) of the Workshops that comprise this TeachingPartners Live Collaborative are eligible to receive a Certificate of Completion direct from TeachingPartners—one that documents six hours of active participation in each TeachingPartners Live Workshop you complete.

You can also use what you learn in the workshops that comprise this TeachingPartners Live Collaborative to create a piece of writing that you believe has the potential to influence others—other teachers you know, faculty and administrators, and stakeholders outside the education community.

To apply to the Center for Teaching Quality to receive a micro-credential that affirms your ability to create a document that can influence one or more of these audiences, you need only to successfully complete the following:

  • Respond to two overview questions, designed to help CTQ understand the specific aims of your writing.
  • Provide evidence of your writing—something you’ve written to influence colleagues, administrators, or people outside of education—within the past 24 months.
  • Reflect on the aims and outcomes of your efforts.

The detailed requirements for this application are presented within the Requirements tab as part of this collaborative. Download the corresponding PDF to explore even more fully what’s required to receive your micro-credential.

When you’re ready, send your submission to us at microcredential@teachingpartners.com. We’ll confirm receipt right away and share your submission with CTQ, to be considered based on the rubric presented in the PDF referenced above.

Submission Requirements for a CTQ Micro-credential

Earning a “Writing Publicly to Influence” Micro-credential

If you’re taking part in CTQ’s TeachingPartners Live Collaborative Stories of Impact you’re likely already well on your way to demonstrating your ability to communicate your own professional achievements to others. CTQ makes it possible for you to apply what you’ve completed in this Collaborative to the earning of a micro-credential that verifies this achievement in one of four domains:

  • Writing Publicly to Influence Colleagues
  • Writing Publicly to Influence Policymakers
  • Writing Publicly to Influence Parents
  • Writing Publicly to Influence and Audience Beyond the Educational Community

No matter the audience you intend to influence, your tasks in relation to receiving a micro-credential are very much the same. First, you must respond to two brief overview questions that establish the context for your writing; then you must submit evidence that documents your writing; finally, you must complete a reflection on the outcomes of your efforts. Your work will then be reviewed by CTQ. To earn a micro-credential in any of these three domains you must submit your efforts as part of a standard micro-credential application to CTQ.

To review the applications in detail, and to submit your work efforts, please visit BloomBoard.com, where CTQ presents its micro-credentials. In advance of that, you can prepare the specific requirements for each micro-credential, below.


General Micro-credential Submission Guidelines & Evaluation Criteria

Part 1. Overview questions
(500-word limit total for both)

  • What prompted you to write this piece? Please describe the conversations, current events, or other publications that inspired you to create this piece.
  • Who is your audience? Describe the specific group you targeted with as much detail as possible.

Part 2. Evidence/artifacts
Submit a piece of writing in one of the following forms: a link to an online document available to colleagues, an image documenting written conversation with colleagues, or a PDF of a published piece that has been shared with colleagues. This document should have the goal of influencing colleagues to make changes in their practice or take action on a specific issue. Example topics might include new initiatives, valuable programs, innovative technologies, assessment practices, or policy changes. Writing must have been published in the past 24 months.

Your artifact submission will be assessed on the following rubric. You must score a Proficient or Exemplary score on this portion of the submission in order to earn the micro-credential.

Part 3. Reflection
Submit a reflection answering the following prompts. Your reflection can be submitted in EITHER of the following formats:

  • Link to a published, publicly viewable video (4-minute limit)
  • Written response saved as a PDF (1,000-word limit)


  • Identify 2–3 specific choices (i.e., length, formatting, word choice, incorporated support, publication platform) you made that helped to influence one or more colleagues more effectively. Explain these choices and how they affected this audience.
  • What outcomes do you expect your publication to achieve? What is your plan for achieving these outcomes? How would you define success for this publication?
  • To what degree have you achieved your outcomes thus far? Cite specific examples, if possible.

Except where otherwise noted, this work is licensed under:

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) http://creativecommons.org/licenses/by-nc-nd/4.0/