What are 21 trends for education AND what are the implications for leaders?
March 2015 Archives
Too many observations result in passive conversations and very little learning. Principals need to approach observations like an instructional coach, but are they prepared to do so?
Using video is an excellent option to truly see how we engage with our students, but too often it won't happen because of a lack of trust in the building. Here are some options to overcome those obstacles.
In the 2nd in a series of guest posts by Larry Ainsworth, he helps teachers unlock the standards.
In order to foster teacher voice, there are 8 conditions that are needed in every school, but that's not as easy as you may think. Which conditions are missing in your school?
Social media is supposed to create a connection between people but lately more stories show how it leads to isolation. What's the lesson for our students...and ourselves?
Editor's note (6/20/2019): Dear reader, The blog post published at this link has been removed. The post was written by a guest blogger in 2015, who was filling in for Peter DeWitt. The piece was removed in 2019 when editors learned that it failed to meet Education Week's standards for originality and accuracy of citations. We apologize for any inconvenience....
Teachers are getting bashed on one side and praised on the other. Is it time for teachers to create their own brand?
Our conversations are consumed by teacher evaluation, but what about evaluating principals?
The reports are everywhere. Teacher enrollment is down, but their status is up. Regardless of the reports, teachers need a little inspiration. What would you say if you had 5 minutes to do it?
In schools we have staff that cross from young to veteran, which means we all need to be more generational Savvy in order to collaborate across generations. This is Part II is a series of II by Jennifer Abrams.
Sometimes flipped leadership comes of like a gimmick, but it's really centered in instructional leadership. Instructional leadership takes a whole lot of risk taking and relationship building.
The flipside of feedback. How often do teachers ask students for feedback on what transpired in the classroom as a way to advance their own teaching and ultimately student learning?
In today's guest blog, Andreas Scheicher, well known for his role in PISA explains the ABC's of gender equality in education.
Recently an article appeared in the Chronicle of Higher Education that focused on why professors won't raise a student's grade when asked. Perhaps the issue isn't the student, but the clarity of the teacher.
Teacher observations are incredibly important but are usually filled with pomp and circumstance and are more concerned about getting it done instead of getting it done right. Why not use SOLO Taxonomy?