Considered authorities on the subjects of teacher education, teacher leadership, and professional development schools, Vivian Troen and Katherine C. Boles deliver workshops on Rounds groups, teacher teams, and teacher leadership; speak at conferences and seminars; and regularly consult with schools and school districts in the United States and internationally. As classroom teachers, they founded one of the nation’s first professional development schools to link colleges and public schools in partnerships for the pre-service education of teachers, as well as the ongoing professional development of veteran teachers.
Collaborators for more than 30 years, they are the authors of Who’s Teaching Your Children? Why the Teacher Crisis Is Worse Than You Think and What Can Be Done About It (Yale University Press, 2003), The Power of Teacher Teams: With Cases, Analyses, and Strategies for Success (Corwin, 2012), The Power of Teacher Rounds: A Guide for Facilitators, Principals & Department Chairs (Corwin, 2014) as well as numerous articles and book chapters on teachers and teaching. Most recently, they have joined national leaders of professional organizations of educators, state education agencies, and universities in the Teacher Leadership Exploratory Consortium, convened by Educational Testing Service to develop model national standards for teacher leadership.
Vivian is the former Director of the Teacher Learning Project at the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education at Brandeis University, where she supported school leaders in developing systems for supervision and evaluation to promote ongoing teacher learning for both novice and veteran teachers. As a consultant, she works with school districts and school leaders building schoolwide capacity for teacher teams and Rounds groups, and addressing a wide range of issues surrounding professional learning.
Kitty is a senior lecturer on education and faculty director of the Learning and Teaching Master’s Degree Program at the Harvard Graduate School of Education. She writes and teaches about school reform, teacher education, and new forms of teacher leadership. Her work advocates for increased teacher collaboration and thoughtfully developed teacher teams that will enable teachers to tackle the most difficult issues of teaching and learning. Kitty received her doctorate from Harvard, and her courses examine the latest research on school reform, teacher education, teacher teams, and new forms of teacher leadership.