The upside far outweighs the downside on this matter, but I'm certainly open to hearing more. It all comes down to the individual. As long as we remain cognizant of our behavior and boundaries at work, there is no reason why grown adults can't be friends, just because they met at work.


Read how Michael Marchione is making sure students know they are more than just a number.


Each of us has a responsibility to share our stories the way we want to share them. If we choose not to be the owner of our personal brand, then other people will tell our stories for us and then we lose control over the reality of our spaces.


Sam Brooks, the personalized-learning supervisor in Putnam County, Tenn., shares his journey along with strategies for other educators. Putnam is a rural district that's using digital innovation to personalize learning and keep kids connected.


Relationships in education are key to success for everyone involved, but is it OK for teachers and administrators to be friends?


Gratitude is a feeling we should share more than we do. If we focus more on those who help to make us the best versions of ourselves, we can let down our walls and invite the vulnerability of growth and change the world.


Do you hate putting grades on report cards? Check out these tips to de-emphasize grading and focus on learning.


Now as a leader, looking back at the work I did to achieve this certification, I'm reminded of the dedication it took and how important it is for me to provide our team with the highest quality feedback and at the same time, encourage them to take on new professional challenges that will inspire them to keep moving forward.


The experience has profoundly impacted my views for any marginalized group at school. One of our basic human needs is to feel like we fit somewhere and if we don't feel safe in this way, the learning can never happen.


The content we teach is a living thing. With each year we mature in the classroom or leadership, we must grow and adjust with the times we are working in, taking what we have learned from the past and modeling how to apply current learning with what came before.


The opinions expressed in Work in Progress 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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