Getting better at what you do can be achieved through deliberate practice. Here are 5 reasons how.
We always tell students to learn from their mistakes but it seems that we don't give the same courtesy to instructional coaches. Why is that? Here are five steps coaches can take to reinvent their program.
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.