Assigning project management to emerging education leaders is a great way to distribute leadership, to manage change and to develop new leadership in your school or district.

Young people will be expected to work in the future with a high level of self-direction and initiative, requiring teachers and community leaders to provide them with deeper learning experiences today.

For those of us that believe learning is a key lever for shaping society, five trends shaped life in 2016. Given these trends, here are predictions for six things you'll see more of in 2017.

In our Project-Based World campaign, we ask: What skills, dispositions and mindsets do leaders need to be effective in a project-based world? Here are 10 roles we've found that make effective PBL leaders.

As we contemplate the vast problem of student disengagement and the apparent low level of self-direction, we have to ask, "Is it our kids or our schools? How can we change this?"

Evidence of deeper learning outcomes as a result of digital learning continues to fuel school and district support, so here are 10 ways a district can deploy a high-quality digital curriculum.

A diverse group of education leaders recently gathered at the Digital Education Show in Dubai for a Getting Smart school design workshop to discuss these four topics: new models, goals, tools and tips.

Want more STEM experiences for students but don't know where to start? Want to infuse art into science and boost STEAM? Then here are 12 tips to help you implement STEM and STEAM experiences in your school.

A new report from iNACOL, Meeting The Every Student Succeeds Act's Promise: State Policy to Support Personalized Learning, provides specific recommendations on how state policymakers can take advantage of ESSA opportunities.

The Getting Smart team is working to support high-quality project-based learning (PBL), and we recently asked learning experts what's working in PBL and what needs to improve. Here are their collective responses.

The opinions expressed in Vander Ark on Innovation 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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