Teacher observation has been a waste of time for many leaders and teachers. Instead of looking at observation as a 1 and done, we need to look at it as a cycle, and this blog helps explain how to do it.


Providing opportunities for teachers to interact with collaborative tools can help them brainstorm ideas for their own instructional goals. So why don't more leaders do it?


We hear a lot about surface to deep learning. In this blog, Peter DeWitt explains the different between the two citing a recently released paper by John Hattie and Gregory Donoghue which explores the two levels of learning and what specific strategies go with them.


Most educators begin developing rubrics by articulating what students must do to meet a standard or be "proficient." From there they identify two or three levels below "proficient" to describe students' progress and one level above to recognize higher or more complex learning. But what about their grades?


Too often we put students in boxes and label them with learning styles, when we should be teaching them learning strategies to use when we aren't there to help support them. John Hattie has a new research paper out exploring strategies, and getting us to ponder whether our students have the skill, the will and the thrill to get there.


Schools are dealing with an increasingly diverse population of students, which include transnational students. Who are they and why should we care?


Differentiation is a word that makes some teachers shudder, but we know it's important, so let's get it right.


Ah...summer time. Before principals know it the school year is quickly approaching. Here are 7 tips to survive August.


So often leaders hear that they are "Going to the dark side" when they enter into school leadership. We need to stop treating leaders like they're leaving the trenches when they're actually right there in them with teachers.


In education we talk a lot about feedback but giving feedback is much more complicated that we think. This blog offers suggestions on what feedback is and what it isn't.


The opinions expressed in Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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