Why do students believe they have to be perfect. It doesn't necessarily come from within. It may be pushed on them from the adults around them.


There are many reasons why instructional coaching is crucial to teacher development, and here are a few ways to do it well.


There's compliance and then there is over-compliance. Over compliance is built by chipping away at one's credibility and it starts one conversation at a time after the person leaves the room.


Are we thinking too narrowly about the growth mindset?


John Hattie's research is often seen as complicated but it doesn't have to be. DeWitt explores the basics of Hattie's research, and how to go deeper, in this blog post.


We often want students to have grit or a "growth mindset" but we often lack it at the same time we are telling them to have it. Here are 3 ways to show our students what we want.


Collaborative leadership is about working in partnership with those groups that are a part of the school community, and there are 6 influences based on the research of John Hattie to help get leaders there.


How many practices have we, as teachers, utilized out of habit without evaluating their effectiveness? How often do our students have to engage in compliant engagement rather than authentic engagement? Last time I checked, compliance wasn't a learning standard.


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.


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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