"Differentiation might have a chance to work if we are willing, as a nation, to return to the days when students of similar abilities were placed in classes with other students whose learning needs paralleled their own." Is that really the only way differentiation will work?


Statistics have shown that more students with learning differences (LD) are entering college campuses, according to the National Center for Learning Disabilities. Fayetteville State University is prepared to meet their needs.


So often we think teachers are the ones who don't want to collaborate, when the principal may be the one who believes that they should dictate the need for collaboration but not be a part of it.


We hear a lot about accountability in the public education realm and there are negative connotations for the term. Accountability isn't all stress and pressure, though.


We live in a world of gimmicks, shiny new toys, and silver bullets. Too often we find ourselves chasing all of them and it prevents us from doing the work that matters.


Saying "data" in conjunction with student learning often feels sterile and uncaring. However, data is much more than just numbers, and you can learn more about it in this blog.


Many teachers and leaders collaborate. It's not a new word. However, just because they do it doesn't mean they do it right. Here are some things to think about when it comes to collaboration.


Deciding someone is uncoachable is very complicated. That decision involves thinking about how the coach approaches the teacher and how the teacher became involved with the coaching program.


The movie Hidden Figures exposed us all to a piece of our own history where women played an integral part. A new book reminds us of an important moment in sports where women were center stage, and more students need to know about it.


We ask students to be self-directed learners and take risks, but often leaders and teachers don't take those same type of risks and seem to want the answer before they really know the question to answer.


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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