The Teacher Advocate – Write for TA

Dr. Cheri Long Quote

The Teacher Advocate Author Guidelines
The Teacher Advocate is a double-blind peer-reviewed online magazine. The Managing Editor and Advisory Panel seek well-written manuscripts on topics of particular interest to beginning educators. Manuscripts of 500 to 1000 words should be backed by research and offer practical suggestions and resources that student teachers and first- or second-year educators can readily apply in the classroom. Write succinctly so that each sentence is meaningful (like a tip in itself).
Before you write, read these tips!
  • Know our audience. The TA audience is preservice teachers, student teachers, and beginning teachers.

  • Write in the active voice. Articles are typically 5-10 points or steps and start with verbs (like you are talking directly to a new teacher saying, “do it this way.”) How would you talk to the 22-year-old teacher who just started teaching in your building? Make it completely conversational in tone!

  • Name your article. Give your article a snappy title like "6 Tips for Engaging Students in Science" or "PICTURE Perfect Writing."

  • Engage your reader. Beginning with the first paragraph, write a scenario or something to make the reader think about or identify with the classroom or student you describe.

  • Write an introduction. But, keep your introduction short (one longer or two short paragraphs) and relevant to the new teacher. Answer the question: Why should I care about this? Your introduction should give a brief background and reason for the article and may include citations.

  • Include numbered and bulleted lists in the article body. Remember active voice (implied "you" and present tense active verb to start sentences whenever possible). Every one to two sentences of the article should stand alone as a tip a new teacher could implement immediately.

  • Conclude your article. Summarize your points and end with a punch or an inspiration to implement the ideas!

  • Include resource sidebars. Sidebars usually include 3–6 links directing readers to more detailed information.

  • Send images. If you like, include a high-resolution picture (300 dpi) of your classroom or your students showing the process you describe. Be sure to get written permissions of all students’ parents for students appearing in a photograph.

  • Cite your references. If you cited it, it should be in the references. Don't include references you didn't cite in the article. Reference the most recent research, from 2014 to the present. Check references to make sure you have spelled the authors’ names the same way both places and that you have the correct page numbers and correct year. Use APA style, as in the Publication Manual of the American Psychological Association, Seventh Edition (2019).

  • Write your biography in 45 words or less. Include a short biography stating what and where you teach and what your passions or interests are in education. The following template can serve as a guide:
    [Dr./Mr./Ms. Author Last Name is a Title at Institution. She/He teaches courses on x, y, and z. Any other relevant information of interest to the reader can go here.] Please limit your biography to 45 words.

TA Topics of Interest
Classroom Management
– includes behavior management and rewards, handling conflicts, averting bullying situations, and time management

Classroom Set-up – includes physical arrangement, bulletin boards, record-keeping, procedures, and routines

Communication – includes communications with students, parents, colleagues, administrators, and community members (including government such as city council, school board, state and national legislators)—think about classroom newsletters, parent–teacher conferences of all types, what to say and how to say it

Differentiation – includes all types of differentiation with how-to’s—differentiating content, products, or processes; differentiating based on interests or abilities—tiering, cubing, RAFTing, etc.

English Language Learners – especially looking for low-prep strategies for helping them, ways to assimilate them into the classroom community, best teaching strategies

Family Involvement – how to get families and guardians more involved in the education of the student, how to get whole families involved in learning and participating at school; especially how to communicate with and involve parents and guardians of ELLs

Grieving Students – talking with students who have recently experienced the death of a close family member or friend, helping students adjust to loss, helping students support a classmate, minimizing academic challenges, addressing grief triggers and how to handle them in school, reaching out to families to offer assistance and support students, understanding the unique challenges of students grieving a death by suicide.

Holidays – with the myriad nationalities and ethnicities represented in today’s classroom, what holidays do you celebrate and how? What holidays do you teach about or have students research or share with classmates?

Implementing Common Core – practical ideas for transitioning from the way you were teaching or the textbook you were using to the expectations of Common Core; must be very how-to oriented

Professionalism – includes the teacher’s behavior, attire, attitude, and speech; may also include teachers’ lounge behavior or behavior outside of school; may also include legal issues of interest to beginning teachers or how to become a teacher leader such as establishing a professional learning community

Student Involvement – includes teaching strategies, differentiated instruction methods, technology for learning, assessment (especially formative assessment), and anything you do with your students or you have them doing that engages them in their own learning; may include a wide variety of resources

Sustainability – strategies for integrating Education for Sustainability into the classroom or the curriculum, specifically interdisciplinary activities, problem-based learning ideas, and system thinking approaches.

Teaching Strategies – almost any teaching strategy; tell us how you do it and give examples

Trauma-Informed Teaching – recognizing that trauma occurs across all socioeconomic categories, being sensitive to students' past and ongoing experiences, understanding why they may be acting out, providing safe spaces and stable routines, teaching methods of self-regulation and emotional coping skills, reducing the occurrence of difficult behaviors, creating meaningful relationships.

Your First Classroom – may be anything from various aspects of applying for a teaching position to interviewing to asking questions; includes what to do once you are hired and how to prepare for the first days of school; may also include special situations or unexpected situations such as preparing for co-teaching, working with a paraprofessional, meeting the needs of diverse populations of students, crossing cultures, keeping records, working with special students

Special Events – includes tips for testing time, help for maintaining a learning environment near the end of the school year

Submission Process
Complete the online form to make your submission. The Managing Editor will receive your manuscript and read it within a few weeks. You will then receive a response with ideas and suggestions or to simply let you know if your manuscript is being sent for review. In most cases, you will receive suggestions for improvement before your manuscript is sent for review. It is not uncommon that, after the review, you might need to revise and resubmit your manuscript. About 75% are then accepted. Prior to publication, your article will be copy edited and returned to you to make a final review of the changes, then accept or revise final edits. Each submission is reviewed according to this rubric.