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CONTRIBUTE TO THE EXCHANGE

You know something the field needs. Write it down.

The Exchange is built on a simple idea: people who teach and support teachers possess knowledge worth making visible, sharing, questioning, and improving. We welcome contributions that help others understand the work more clearly, use ideas thoughtfully, and learn across roles and settings.

Submit a StorySubmit a ToolSubmit a Shelf Perspective
You do not need to be a university faculty member or published scholar to contribute.
Stories
Narrative, reflective, practice-centered writing that begins with something real and opens onto something others recognize.
1,200–1,600 WORDS
Tools
Protocols, guides, templates, and workbooks that make professional thinking easier to enact.
1–2 PAGES TO A FULL WORKBOOK
Shelf
Interpretive, practice-facing engagement with a book, report, framework, podcast, or site.
1,000–1,500 WORDS

What we are looking for

Contributions should be accessible to a broad professional audience while remaining intellectually substantive. We are especially interested in work that makes professional reasoning visible: what you noticed, what you tried, what shaped your decisions, what changed, what remains uncertain, and what others might learn from the experience.

Grounded in practice, evidence, scholarship, or systematic reflection.
Specific enough that readers can understand the context in which the idea or experience developed.
Written for people across schools, universities, and professional learning settings — not only for academic specialists.
Open about limitations, tensions, uncertainty, and the conditions that may affect whether an idea travels to another setting.
Oriented toward learning rather than self-promotion, advocacy for a single solution, or simple description.
Respectful of students, teachers, colleagues, institutions, and communities; identifying details removed when appropriate.

Mentor teachers, coaches, clinical supervisors, teacher leaders, doctoral students, program leaders, researchers, and others who help teachers learn all have knowledge that belongs in the Exchange.

SUBMIT A STORY
Stories make the practice of teaching teachers visible

Stories are not journal articles, formal research reports, or generic opinion pieces. Strong Stories begin with something real — a moment, dilemma, recurring tension, transition, question, failure, breakthrough, or problem of practice — and use it to illuminate something others who teach teachers may recognize or learn from.

A STRONG STORY USUALLY DOES THIS
Begins with a recognizable problem, experience, or question from teacher educator practice.
Provides enough context for readers to understand the people, role, setting, and conditions shaping the experience.
Moves beyond recounting events to explain what the author noticed, interpreted, learned, reconsidered, or changed.
Connects the local experience to a broader issue in teacher education, mentoring, coaching, professional learning, inquiry, leadership, or preparation.
Leaves readers with an idea, question, tension, or possibility they can carry into their own work.
POSSIBLE STORY TYPES
Stories of Practice
Consequential moments, dilemmas, tensions, failures, and learning.
Becoming a Teacher Educator
Transitions into mentoring, coaching, supervision, doctoral study, or university-based teacher education.
Teacher Leadership in Practice
Facilitating adult learning, collaborative inquiry, coaching, curriculum work, or improvement.
Problems of Practice
Persistent professional dilemmas examined honestly rather than resolved neatly.
Research Into Practice
Accessible pieces that connect published scholarship to the work of teaching teachers.
Across Contexts
Accounts that help readers understand how teacher educator work differs across settings, systems, or countries.
Research Into Practice submissions must be based on work that has already been published and is publicly citable. Work under review, in progress, or forthcoming without a citable publication record should not be presented as a Research Into Practice Story.
TYPICAL LENGTH
1,200–1,600 words
BEST FIT
Narrative, reflective, practice-centered writing
MAY DRAW FROM
Experience, inquiry, research, collaborative work, or professional learning
What to avoid
Chapter-by-chapter summaries, conference-paper prose, literature reviews disguised as Stories, promotional descriptions of a program, or pieces that present one local practice as universally applicable.
Ready to submit a Story?
Upload the draft as a Word or PDF document, along with your bio and headshot. No website formatting needed.
Submit a Story →
SUBMIT A TOOL
Tools help readers do something with an idea

Tools may be protocols, reflection guides, planning templates, conversation structures, diagnostic tools, facilitation guides, worksheets, or multi-part workbooks. A Tool should make professional thinking easier to enact — not simply turn an article into a handout.

A STRONG TOOL MAKES SIX THINGS CLEAR
Purpose
What is this tool designed to help people notice, discuss, decide, plan, or do?
Audience
Who is most likely to use it?
Context
In what situations might it be useful?
Process
What does someone need to know to use it well?
Adaptability
What parts should users adjust for their own setting rather than treat as fixed?
Learning orientation
How does it support professional judgment, inquiry, reflection, collaboration, or growth rather than simple compliance?

Tools do not need to be completely original in form, but they must be original contributions or appropriately licensed and adapted. If a tool builds directly from published scholarship, another protocol, or a named framework, the intellectual source should be acknowledged clearly.

On the website
Tools receive their own resource page with an overview, image, author information, citation, related resources, guidance for use, and Community conversation. Readers will not be sent directly to a document with no context.
LENGTH
From a 1–2 page protocol to a multi-part workbook
BEST FIT
Adaptable resources for individual or collaborative use
SUBMISSION INCLUDES
The resource plus a short explanation of purpose and use
Send two things
The resource itself, plus a short explanation of its purpose and use.
Ready to submit a Tool?
Upload the resource and its overview, plus your bio and headshot. Note any source you adapted.
Submit a Tool →
SUBMIT A SHELF PERSPECTIVE
Perspectives on resources worth teacher educators' time

Shelf offers perspectives on books, reports, frameworks, podcasts, websites, and other resources. Shelf pieces are intentionally different from conventional academic reviews. We are less interested in telling readers what a resource contains than in helping them decide what it helps them see, question, or do.

A SHELF PIECE SHOULD ADDRESS QUESTIONS LIKE THESE
What is the central idea or contribution worth carrying forward?
What does this resource help us see differently about the work of teaching teachers?
Where might its ideas show up in mentoring, coaching, supervision, professional learning, doctoral preparation, teaching, inquiry, or leadership?
What tensions, assumptions, limitations, or missing perspectives should readers consider?
What could a reader try, discuss, reconsider, or investigate after engaging with the resource?
Who is likely to find the resource most useful — and who may not?
Shelf is not a rating system. We do not use stars or numerical scores. A resource may be worth engaging with because it is generative, challenging, provocative, useful, incomplete, or important to understand — not only because the reviewer endorses it.
TYPICAL LENGTH
1,000–1,500 words
BEST FIT
Interpretive, practice-facing engagement with a resource
NOT REQUIRED
A positive recommendation or endorsement
Declare your relationship
If you are writing about a colleague's book, your own program, or a framework you helped create, tell readers.
Ready to submit a Shelf perspective?
Give the resource’s full citation or link and upload your draft — plus your bio and headshot.
Submit a Shelf Perspective →

Expectations across all contributions

Write in a professional, conversational voice
Avoid unnecessary jargon; when specialized terms matter, explain them.
Reference scholarship lightly
Use links or brief references where they strengthen the piece, but do not turn it into a traditional academic manuscript.
Be transparent about your relationship to the work
Reviewing a colleague's book, writing about your own program, or adapting a framework you helped create? Tell readers.
Protect people
Do not submit confidential, identifiable, or sensitive information without permission. Composite or de-identified examples may be appropriate when described honestly.
Disclose relationships
Name financial, professional, publishing, or organizational relationships that could shape how readers interpret the contribution.
Not an advertisement
Contributions should not function primarily as promotion for a product, institution, service, book, course, or consulting practice.
We may edit
The Exchange may edit for clarity, accessibility, length, organization, and house style. Substantive changes will be discussed with you.

What to submit

An initial submission does not need to be formatted for the website. A simple Word or PDF document is sufficient. The submission form asks for:

The contribution itself or, for a Tool, the resource and accompanying overview.
Your name, professional role, institution or organization if applicable, and a short biography of approximately 50–75 words.
A suggested category or audience, if you have one in mind.
Relevant citations, links, acknowledgments, permissions, or disclosure statements.
A professional headshot is required
Author images appear with contributions and on author and profile areas of the website. Please provide a clear, current, high-resolution image that you have permission to use.
THE QUESTION BEHIND EVERY CONTRIBUTION
Does this contribution make teacher educator practice more visible, examinable, usable, or improvable?
If the answer is yes, it may belong in the Exchange.
Submit a StorySubmit a ToolSubmit a Shelf Perspective