We always seem to think students need to be retained because they aren't learning important concepts, but never seem to think that students need to be accelerated because they have already mastered important concepts.


Mistakes, errors, misjudgments...whatever you want to call them are an important part of our learning. In a show called My Bad, we get the opportunity to hear form teachers and leaders about their greatest mistakes and what they learned form them.


Not every old method is bad. Not every new initiative is good. Rather than holding on to sacred cows or embracing magic bullets, we need to work together within our schools to figure out what is best for the students we teach.


We know that schools are filled with teachers and students who have a low level of self-efficacy, because they don't feel like their goals matter. One way to make them better is to have dialogue around them and write them down. We should all feel like our goals matter.


What separates transformative teachers, schools, and districts from those stuck in the routines of the past? The country's best blended teachers have uncovered these commonalities.


Communication between schools and parents can sometimes be very one-sided, which makes it more compliant engagement than authentic. There are at least 5 things to think about when it comes to parental engagement to make it more authentic than compliant.


Schools are still consumed by test scores when they should really be consumed by making sure they have a positive school climate. Here are five things they should focus on to get there.


We hear a lot about collaboration, but many teams don't function well together. Here are 5 keys to building rockstar teams.


Social media offers us a plethora of opportunities to chase after silver bullets that may or may not help us with our issues. Sometimes we need to take a big step back first and ask, "Who knows what's best for students?"


There are many exceptional female leaders in the world of education, and here are 21 who are doing extraordinary work in education.


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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