Thinking like a scientist means acting like one -- and that involves writing in the ways that scientists do.


The true beauty in leadership is being able to discern when to pull back and not give teachers things they don't need. There is a balance that great principals learn, and because of that balance, they generally have happy teachers in their classrooms.


I wish school leaders could cede some of this space and work to their teachers who know better than anyone else how learning happens and how to make that new knowledge stick


When a teacher lives in fear of confrontation, ridicule or being talked about, this is professional bullying.


As I have come to understand and teach social and emotional skills, I've learned they can't be—indeed, should not be—viewed as something separate from our lessons, or something to be taught one hour a week. These skills are part of everything we do.


Now isn't the time for reminders about materials and copying and pasting your district's tardy policy. Now is the time to let parents know what is most important to you as a teacher, what big goals you have for their students, and start forming the team that will get you there.


Unlearning to be an extremist is hard. Help students avoid propaganda: When students are exposed to propaganda, misinformation, and fake news it becomes difficult for them to unlearn.


As educators, we recognize that cannot stand by and say nothing while acts of racism and hate are perpetrated against our citizens by our citizens. Each of us must decide whether or not we will be a bystander or a resistor, one who condones or one who resists.


Like learning to golf, when teachers first begin, they also struggle to master complex skills. Most enter the classroom with a basic understanding of pedagogy but very little practical experience. They are drawn to the seemingly green, lush fairways of teaching, but very soon they realize teaching is no easy game.


U.S. Secretary of Education Betsy DeVos has made it clear that she has a single agenda item: to improve options for all students via school choice programs. But many rural educators are not convinced. They ask, how does choice work, exactly, in rural states?


The opinions expressed in Teacher-Leader Voices 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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