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.


In this post on the benefits of failure that originally appeared on January 8th, 2012, Peter wrote, "When looked at correctly, failure can teach us where we went wrong in the first place, and how we can learn to pick ourselves up again in a pursuit to succeed."


Twitter offers connections, professional development, and the opportunity to find engaging resources for the classroom. In this post that originally appeared in 2011, Peter explains why educators should join Twitter.


Not making an impact on the teachers you work with? Maybe your feedback is backfiring.


Many leaders and teachers aren't prepared to engage in inclusive education, and students are sitting back saying, "Make it relevant or make it stop."


Many preservice teachers are just graduating, and a brand new teaching experience awaits them in the fall; and it's one that they will have to negotiate without a net. Hopefully their professors have prepared them, but there are at least 10 areas that they need to have on their minds when they enter the classroom.


The opinions expressed in Peter DeWitt's 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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