School transformation is the hardest work in education. How do you take an existing school with its long established culture, traditions, strengths, and weaknesses, and move it in a new direction?


For this edition of Friday Focus: Practitioner's Guide to Next Gen Learning, I interviewed educator Lilia Pineda about her experience moving from traditional approaches to an "extreme personalization" model at Design Tech High School, an NGLC grantee school in Redwood City, CA.


Two principals led their middle school teams on a journey to intentionally foster social-emotional growth in their students. Here, they share their progress on the effort and lessons learned on making school into an experience beyond academics.


A commons for educator learning can build connections that bridge the divided ecosystem, both for learning content providers as well as for educators.


While all children invariably face failures in school, girls are uniquely socialized to see failures as evidence of inaptitude. Girls are more likely to compensate by strictly adhering to classroom rules, which creates a vicious cycle that's reflected in the number of women in leadership positions in industry. As we celebrate International Women's Day, however, I'm encouraged by the emerging innovation I'm finding in K-12 schools today.


Personalized learning upends the traditional model of a teacher standing in front of a room and imparting insights and guiding discussions. Learning by doing is one of themes at Ferguson, one of Colorado's longest-running alternative schools and one of 91 Alternative Education Campuses in the state.


Life is at base a network. It thrives on connection. How can professional networks in education connect people more deeply, creating new insights, access and opportunity?


I wanted to get a real idea of how personalization has changed the student experience, so I decided to go to the source. I interviewed Jonathan Reyes, one of our current 8th graders.


Today, more than ever it is essential that even the most traditional schools begin discussing the need to align our practices to develop the most productive citizens.


Can a burgeoning movement from the field place pressure upon local, state, and federal policymakers to create accountability systems where teachers are at the forefront of creating assessments that promote the deeper learning we want for all our children?


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