Peter DeWitt is a professional development coach and the creator of Collaborative Leadership, a PD service that combines transformational and instructional leadership, and that includes ways to engage the school community with a focus on learning.
Collaborative Leadership is a series of one to four workshops focusing on research-based influences that can foster a supportive and inclusive school climate, increase academic and social-emotional learning, and maximize the efficacy of every school stakeholder.
Looking to illustrate an abstract concept from a novel she’d read, an Oklahoma high school student turned to her building-level school librarian. Then, with the school librarian’s encouragement to tinker in the makerspace, the girl sculpted a clay model of a kneeling woman balancing a 3D-printed replica of the earth on her back.
The 45 schools and systems recognized by this year’s District of Distinction program have created homegrown initiatives to support students’ social-emotional development, to provide powerful new opportunities for career-focused STEM learning and to improve the skills of educators.
A K8 school district in Southern California was focusing efforts on increasing the proficiency of its English language learners, a population that makes up 32 percent of its students. It also sought to reclassify as many ELLs as possible before middle school—a time when the defeatist mindset usually sets in.
The process to select a new elementary math program for Columbia Public Schools began four years ago. K12 Math Coordinator Dana Hibbard located the highest-performing schools in Missouri and selected their top two math programs for piloting in her district of 18,555 students.
New approaches to elementary mathematics curriculum, instruction, technology and assessment are providing opportunities to personalize learning for each student, creating highly effective, student-centered learning environments.
In this web seminar, the director of curriculum at McGraw-Hill discussed ideas, strategies and resources for delivering a positive, measurable impact on student outcomes through personalized learning in K6 math instruction.
Director of Curriculum
Holistic intervention strategies for Title I schools that coordinate efforts between all educators and stakeholders are crucial to improving achievement. Through focused professional development, incorporating research-based approaches and utilizing technology, intervention efforts at Title I schools can be the most effective.
Just a few years ago, Title I students in Hoover City Schools were making such modest gains that they stayed in the program year after year.
That all changed once the central Alabama district implemented Istation, an e-learning program that identifies learning gaps and provides engaging interactive lessons and face-to-face teaching strategies to get students back on track.
Implemented in Hoover City in the fall of 2015, it is used in Response to Intervention (RTI) for students in grades 1 through 5 in the district’s four Title I schools.