There is a kind of professional development that we rarely see but that many of us in school leadership could use. Some would call it coaching or mentoring, but what I’m describing is more specific—individualized instruction in an alternative setting off campus.
Los Angeles USD and the New York City Department of Education both received electronic bomb threats on December 15, 2015. LAUSD called off school. New York students remained in class. Which district made the right call?
As founder of Research for Better Teaching— an organization dedicated to improving instruction and leadership— Jon Saphier says underperforming students need to believe that “smart is something you can get.”
High school students in the tiny Magazine School District in Arkansas receive three hours of sex education a year in grades 9 through 12—an approach that Superintendent Brett Bunch acknowledges is inadequate.
A variety of research indicates that an engaged and motivated student is more likely to be a high-achieving student. But what does student engagement look like in a digital environment? To keep all students motivated—especially those who struggle or are disengaged—educators need to ensure that engagement is built into the DNA of the curriculum. In a digital environment, engaged students experience more personalized learning and are more likely to actively participate in their learning.
In 2013, the Onondaga Cortland Madison Board of Cooperative Educational Services (OCM BOCES) brought hands-on learning to the next level by embedding some of its state-endorsed career and technical education (CTE) programs at local businesses.
In the latest round of the Program for International Student Assessment (PISA) exam, given to more than 500,000 15-year-olds in 72 nations, students in the U.S. once again scored in the middle of the pack—and below average in math—raising concerns and sending educators looking for answers.