Whether it's a teacher leader, a social-media "educelebrity," or just ourselves, we are too quick to judge in education. Here are seven examples from Peter DeWitt.
Recently in School Climate Category
September 29, 2019
September 08, 2019
We talk a lot about what teachers need, but often our words and our actions do not match up. Here's how to change that.
September 01, 2019
We ask each of our students to be works in progress, and to be confident enough to believe that they can achieve and perform at truly high levels. They deserve educators who are committed to doing the same, argues Paul Freeman.
August 28, 2019
Most examples of deep learning aren't going deep enough nor are they widespread enough, says guest blogger Michael Fullan.
August 25, 2019
Humans are not intrinsically good. Each of us is conflicted; sometimes selfish, other times committing to others and the common good. Guest blogger Michael Fullan believes that we are tipped to be good but only when certain conditions prevail.
July 29, 2019
Collective teacher efficacy happens when a group of teachers come together, co-construct a goal, learn how to implement it, and that goal has a positive impact on student learning. Can't leaders have a similar impact through collective leader efficacy?
July 14, 2019
So often, we look at coaching as a one-on-one relationship, but coaching administrative teams can have a powerful impact as well.
June 30, 2019
My girlfriend and I saved for years and then went on a nine-month adventure visiting countries we always dreamed about seeing, says guest blogger Charly Boerboom. However, one unexpected stop on our trip turned into a lifelong passion.
May 12, 2019
Our students are constantly told to toughen up, but too often students turn to negative behaviors like binge drinking or drugs because of their inability to handle stress and anxiety. Perhaps mindfulness can help?
April 26, 2019
As adults, our job is to ensure all children feel safe in school. Creating a safe space for learning starts with listening to our students. We must prioritize not only listening to our students but also using their input to enact change.