Are teachers' unions, their CBAs, and their long-held legal protections actually harmful to districts, schools, students, and our system of public education?
Teachers need to fine-tune our leadership chops. We're playing a different game in the policy world, and sometimes we find ourselves up to bat when we've been perfecting our football game. Here's a case in point.
We suffer under the delusion that innovation is synonymous with technology, when what really fosters innovation is time— time for collaboration, for brainstorming, and discussion.
Teachers are not unlike quarterbacks, and amidst this debate about the future of education, we have missed focusing on the 'short throws.'
To succeed in the school realm's "Real World", one had better be perfect, have flawless on-time and attendance records, and never have circumstances that make schoolwork challenging to do. Frankly, that doesn't sound very much like the real world.
Sometimes we learn the most about education by seeing it through the eyes of the people outside of it, as evidenced by guest blogger Alex Kajitani.
The Boston Consulting Group picks up where they left off Wednesday and closes out the week with a few more lessons on the "how" of education reform.
The Boston Consulting Group takes a step back to reflect on some of the lessons learned from over a decade of working with dozens of districts, states and schools.
By way of brief introduction, BCG is a global management consulting firm. But what, exactly, does a private consulting firm do with public schools and districts?
The Brown II decision was not only a critical moment for American education in 1955, but it also continues to shape the framework for how we deliver education to over 50 million students today in new and innovative ways.