Differentiating instruction to meet individual students’ needs is one of the biggest challenges for any teacher. In the same way, differentiating professional development to meet the needs of individual teachers is one of the biggest challenges for any school district.
With violent events seemingly on the rise in schools across the country, district leaders must develop fluid and thorough safety plans.
To address the variety of individual circumstances that may accompany these events, fluidity must be coupled with authentic practice and the engagement of stakeholders and experts. Practicing the plan, constantly considering best practices, and giving staff and students flexibility to adjust actions during an emergency are essential for a quality school safety plan.
If you’re an educator, at any level or grade, sitting back and expecting education change to happen, without you getting involved, you need to stand up now. If you think that you can’t do something, or start change, you’re mistaken.
Few topics generate as much debate in education as homework. Experts disagree on its educational value, and research offers little clarification. Teachers and parents vary in how much homework they think children should do. So where do principals fit into the homework system?
When planning the implementation of a huge technology initiative, where audio enhancement and camera technologies would be placed in 552 classrooms over the summer of 2013, I knew that the key to success was rethinking how we deliver professional learning.
My experience with the traditional professional learning model of training-the-trainer has not been pleasant or successful. The problems I experienced were three-fold.
The Littlestown Area School District is a rural School District located in south central Pennsylvania close to the Gettysburg National Park. The District has a student population of 2,100 students with four buildings located on one campus. Over the past four years as the economy experienced difficulty and State and Federal resources have declined, the District put in place a focused strategy that has resulted in continued financial resources to support improved academic results. How has the District done it, and what are the results?
A recent survey from the College of Education at University of Phoenix reveals that K12 teachers struggle to integrate social media into their classroom lessons, and also to connect with students and parents outside their classrooms.
All across the country, discussions around improving educator effectiveness and evaluation have become synonymous. Forces from state houses and federal agencies compel us to engage in the work of redesigning evaluation systems and to devise ways of using student outcomes as a significant part of that effort.
Superintendents and the evaluations they use are coming directly into the crosshairs.
School district leaders must keep a diverse audience of teachers, principals, parents, local community leaders and other stakeholders informed of important district activities and learning initiatives.
Sometimes it can be a challenge for administrators to convey to a broad audience how a school district is transforming teaching and learning with educational technologies and digital content.
Education in crisis. To you, the phrase may evoke financial crisis, perhaps high dropout rates or maybe issues involving falling tests scores. But I am a risk manager. To me, when a school cannot open for a day, for a week, for a month or longer—no matter the reason—that is the essence of a real educational crisis.