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April 24, 2016

3 Reasons Instructional Coaching May Not Be Working

Instructional coaching can have enormous benefits, but there are at least 3 reasons why it's probably not working in your school.

April 19, 2016

The Myth of Walkthroughs: 8 Unobserved Practices in Classrooms

Walkthroughs can offer enormous learning opportunities for teachers and leaders, but unfortunately they focus on at least 8 myths that aren't offering the biggest bang for the buck.

April 12, 2016

Student Engagement: Is It Authentic or Compliant?

Student engagement is extremely important in our classrooms, but too often the engagement is compliant rather than authentic.

April 07, 2016

What's Wrong With the Word 'Rigor'?

The word rigor brings out a strong reaction from those who love the word and those who hate it. What's wrong with the word rigor?

March 24, 2016

'Testing for Joy and Grit'? I Don't Think So.

The NY Times recently ran a story about testing for joy and grit. Seriously? It seems as though joy and grit are really just used for compliance.

March 22, 2016

12 Words That Should Be in Our Educational Vocabulary

The other days I posted about 12 words that should be banned from our educational vocabulary. Here are 12 that I believe should be added.

March 17, 2016

Do Teachers Need Response to Intervention?

Response to Intervention (RTI) has been proven to work with students. Why don't we use it with teachers?

March 14, 2016

Is Collaboration One-Sided?

Too often, education leaders believe that the point of collaboration is to further their own interests.

March 12, 2016

Why We Shouldn't Hire From the Gut

We often approach interviews as a "desexualized version of a date" and hire from the gut. There are many reasons why that's the wrong way to go.

March 01, 2016

Should Teachers 'Come Out'?

Why is it that straight teachers can talk about their lives, but as soon as a gay teacher talks about hers it has to be about pushing an agenda?

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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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