In March, when COVID-19 first hit, there were many funny memes from parents and celebrities alike saying teachers should be paid millions because home schooling is hard. Six months later, teachers are getting pink slips instead.
Are words like "disadvantaged" and "disengaged" code for something else? Are we willing to explore why we use those words?
COVID-19 has been one of the worst challenges many of us have faced in life. Let's use it as a reason to combat our own mental-health concerns.
Lots of challenges have arisen in remote teaching and learning during COVID-19, and cheating on tests has been one of them. Guest blogger Tom Guskey explains how to prevent that from happening.
All principals are dealing with COVID-19, and some are dealing with wildfires or hurricanes at the same time. Those issues, on top of increasing job demands, are pushing principals to the breaking point. We need to do something about that.
Isn't it time we make mental health and the healing of childhood trauma a priority in schools, asks guest blogger Matthew Fleming.
Walkthroughs are complicated during the best of times, so why should leaders consider doing them during remote, hybrid, and in-person sessions during COVID-19? There are at least three reasons why.
As teachers and students prepare for the fall, regardless of how they will come back together, social-emotional issues will need to be addressed for learning to occur.
In the United States, we lament the lack of diversity in STEM fields and in teacher education, but many of our actions as educators continue to "weed out" students from nondominant communities and those who are differently abled.
During this time of what we hope will be a great white awakening, we need to expose our children to positive role models who look like them. And it needs to happen more than just one month a year.