When it comes to improvement, there needs to be a focus on whether co-constructed goals are met, but often leaders fall down when it comes to following through.


There is a lot of great research around the topic of effective feedback. But is feedback something we really want?


We don't focus on boards of education enough, and they have the power to make or break a school district. There are at least five ways to tell whether those who serve might be problematic board members.


We are so hung up on our beliefs that we are always looking for research that will support our opinions, and never really take the time to look for research that will debunk our opinions.


Observations on teaching and learning are one of the most important places for principals and teachers to create a partnership, but it doesn't always happen. For principals who want to take the process seriously, there are 4 areas to focus on.


In the book So You've Been Publicly Shamed, Jon Ronson examines the depths people will go to publicly shame someone else for a Tweet or Facebook comment gone wrong. Are you one of those people?


Education is more than a job, it's a calling. As we all enter into a new school year, we need to ask ourselves what we want to be to the field of education.


The difference in teacher expertise within schools has a huge impact on learning within the classroom. Instead of staying in silos, school leaders should be harnessing what John Hattie calls the Power of Collaborative Expertise.


When the topic of the LGBTQ curriculum comes up in discussion, it brings about very strong feelings. The NY State Education Department's guidance on transgender students will certainly add fuel to the fire.


School leaders are beginning to brand their schools to share the positive messages about learning and open up the school walls to let parents in on the secret of school. But are we also responsible for branding students in a way that stifles them?


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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