Collaborate and Partner with the CTTL

The CTTL is the only pre-collegiate, school-based research center in the United States designing and delivering Mind Brain Education (MBE) science research-informed professional development programming. It serves teachers and school leaders in public, charter, and private schools, as well as Teach for America (DC Region). To support its work as an MBE translational hub, the CTTL has existing research partnerships with faculty from Johns Hopkins University’s School of Education, the Science of Learning Institute at Johns Hopkins, the Department of Psychology and Brain Sciences at Washington University in St. Louis, and Harvard’s Graduate School of Education. In its seven-year history, through workshops and conference presentations, the CTTL has worked with over 10,000 teachers and school leaders throughout the world. The demand for the in-person training that the CTTL provides has continued to grow, as evidenced by the launch of the Science of Teaching and School Leadership Academy in the summer of 2017. In its first two tears, the Academy has served 350 teachers and school leaders from 20 states and 7 countries.

The Center for Transformative Teaching and Learning provides a range of professional development and consulting opportunities for teachers, students, school leaders, and policymakers. Each dynamic workshop and partnership focuses on translating Mind, Brain, and Education science to help teachers and school leaders rethink the design of schools, classrooms, and work with each individual student. Each collaborative opportunity for the CTTL is tailored to the needs and institutional goals of a school, program, or organization. On-site, blended, and virtual programming can last from 3-hours to multiple-years. Because the CTTL is committed to personalizing and supporting individual schools and teachers, it limits the number of collaborations during each school year. The CTTL prioritizes working with schools for a minimum of three in-person, blended or virtual sessions and applies the most current research in effective professional development to the design, facilitation, and on-going work with each school’s professional development programming.

First next step:

As you consider collaborating with the CTTL, first think about the desired outcome for your school or program and how does such a collaboration support your school’s mission and strategic vision.

Potential Collaborations or Partnerships with the CTTL

Option 1: The Incremental Approach

Become a partner school and begin training your teachers and school leaders through the in-person Science of Teaching and School Leadership Academy held each July that is followed by three, school-year, virtual sessions for Academy participants.

  • Participate in a five-day, in-person training with leaders in the field of Mind, Brain, and Education science research that includes a “Research in Action Day” at Johns Hopkins University

  • Participants receive a copy of Think Differently & Deeply

  • Participants become members of the Neuroteach Network an international network of MBE science research informed teachers and school leaders

  • Participants will experience how the MBE Science of Learning is used to teach the MBE Science of Learning

Option 2: The “All-In” Approach (The 100% Model)

Collaborating with teachers and schools in-person, for multiple professional development sessions continues to lead to the most significant changes in the Mind, Brain, and Education science mindset, knowledge, and research to practice translation skills of teachers and school leaders. This option requires a school to commit to at least three, spaced (see research on memory), in-person professional development workshops co-designed with the CTTL. Each workshop lasts 6 hours (full-day).

  • Participants take part in an MBE Snapshot Survey prior to and following the scheduled PD experiences

  • Participants receive a Mind, Brain, and Education Science workbook and strategies placemat

  • Participants receive a copy of Think Differently & Deeply

  • Participants become members of the Neuroteach Network an international network of MBE science research informed teachers and school leaders

  • Participants and the school develop personalized Mind, Brain, and Education science professional growth plans

  • Participants will experience how the MBE Science of Learning is used to teach the MBE Science of Learning


Option 3: The Book Study Approach

This option has a school’s teachers and leaders collectively read during the summer or school year (usually by chunking chapters) Neuroteach: Brain Science and the Future of Education written by the Director and Head of Research for the CTTL. Neuroteach will be foundational to a workshop series that seeks to answer the question, “Are You a Neuroteacher . . . Yet?” Chapter related workshops can take place in-person or virtually. Schools can receive a bulk discount in their ordering of Neuroteach. Some of the schools that have read Neuroteach:


Collegiate School (VA)

Delta County School District (CO)

Doane Academy (NJ)

Kent School (MD)

Lancaster Country Day School (PA)

Meade High School (MD)

New Teacher Center (CA)

Northeast High School (MD)

St. Francis Episcopal School (TX)

Teach for America Advanced Instructional Fellows (Washington, DC)

Viewpoint School (CA)


Option 4: The “All-In” Blended Approach (In-person and Virtual)

Often because of geographical constraints the CTTL works with schools to provide both in-person and virtual MBE science professional development for teachers and school leaders.


Option 5: The Virtual Approach: Neuroteach Global

Beginning in 2019, teachers and school leaders can work toward becoming CTTL Mind, Brain, and Education certified through Neuroteach Global. This three-level, four track professional development resource was designed with the adult learner in mind and applies research such as novelty, choice, the spacing effect, interleaving and mindset (growth, belonging, and purpose and relevance) into storified learning experiences. Neuroteach Global is experienced through an electronic device of one’s choice and its content is delivered in 3-5 minute micro-learning experiences that can be complete anywhere at any time. NTG includes real-world classroom challenges that receive feedback within 48 hours after submission. Teachers can participate individually or with colleagues or their entire school. By working on your own MBE professional growth and credentialing through Neuroteach Global you accrue NTG scholarships for under-resourced teachers and schools around the world.




Option 6: The Virtual Approach: MBE Micro-Credentials

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The CTTL, in partnership with Digital Promise, has launched its first stack of Mind, Brain, and Education science micro-credentials: Neuroplasticity: Educators as Brain Changers, Neuro-truths in the Classroom, and Neuromyth Busting. Each submission takes approximately 3 to 4-hours and is reviewed by the CTTL team. Many states recognize micro-credentials as a pathway for professional development and continuing education. This is a great way to begin your engagement with MBE science research or to practice what you are learning from in-person programs with the CTTL or what you are currently reading in the field of Mind, Brain, and Education science (see the CTTL’s Research Base).

You can complete each micro-credential individually or grab a group of colleagues and create your own MBE Professional Learning Community. Better yet, change up professional development at your school by having an entire division, department, academic discipline, or school work through each micro-credential opportunity.


Option 7: Teaching All Kinds of Minds (3-day consecutive or spaced training)

  • Creates a common language and framework for teachers and school leaders to think about individual student learning and the design of classes through a Neurodevelopmental Framework for Learning.


Additional CTTL Programming and Workshop Opportunities:

  • Creating Innovators through Design Thinking

  • Coaching and the Student-Athlete’s Brain

  • The Science of School Leadership and Affective Professional Development

  • Strategic Thinking about Bringing Mind, Brain, and Education Science Research to Your School or Program

  • The Teacher Brain as a Learning Brain

  • Parenting the Student Brain

  • Student Identity and the Learning Brain