The Collaborative Teachers Institute fosters pedagogical leaders through the study of children's interests.

What does it mean to study children's interests?

We believe that children's ideas, inquiries, and interests should always come first in the planning and implementing of classroom activities.   For example, a group of children might express an interest in trains, building blocks, how the water fountain works or making music. Teachers could then encourage the children to pursue their interests in different ways – through painting or drawing, building sculptures out of different materials, telling stories, listening to stories, or inviting adults to come to the class to build things. Teachers then document this work, so that they can later reflect on its meaning and consider ways to further encourage children to deepen their curiosity and exploration.

Research on early childhood teaching clearly demonstrates that children benefit when programs are based on their interests, but there is very little guidance for how to integrate this learning into the classroom. The CTI offers teachers the practical information, tools and support they need to put children’s interests first.

How does it work?

The CTI holds monthly structured meetings where teachers come together to reflect on their work with children, sharing their experiences and their documentation of children’s work.   The meetings follow a structured protocol to help support learning and move from reflection to action and back to reflection again.

Why is this important?

The CTI helps teachers begin to think and act differently as a result of participation in collaborative meetings. The work is relevant, immediately applicable and easily integrated into a teacher’s daily work. Teachers who work with the CTI change their teaching practices to better reflect the interests of the children they teach.

The CTI also offers a unique opportunity for advanced educators who want to take their professional development to the next level and develop into pedagogical leaders within their own institutions. Fostering these "master" teachers enables the CTI to extend its impact beyond its own meetings and workshops and into the institutions and communities in which these master teachers work. These engaged and dedicated early childhood master teachers go on to mentor newer teachers, further broadening the reach of the Institute and its child-centered approach.

What is Pedagogical Leadership? 

Pedagogical leaders guide teaching and learning in their schools.  They keep the focus on the remarkable children in their midst and how teachers can learn from them when they carefully observe, listen, and study together.  These leaders encourage other teachers to engage in activities and investigations that bring joy and new learning to their children and themselves. 

Pedagogical leaders challenge their colleagues to see themselves as researchers in the teaching and learning process. In so doing, they raise the bar for early childhood education.
An Initial Evaluation of the Collaborative Teacher’s Institute
Deepening Pre-School Educators’ Opportunities to Learn through Reflection, Cross-Program Collaboration, and the Development of Pedagogical Leaders 

Making Sense of Play
A 2016 CTI Project highlighting children's work in Santa Fe

See Some Examples