By Jennifer Cleary, co-author of Classroom Techniques for Creating Conditions for Rigorous Instruction. This is the full version of a response originally published in Education Week Teacher. “Relationships teachers build with their students have the power to foster success or failure.” – Cleary, Morgan, Marzano Just Ask Students. In 1996, Mouton et al.
Pull up a chair and join author Sara Croll and teacher leaders from Kathleen High School in Polk Country, Florida for a Q and A session. Read what happened after they implemented student teams using the strategies in Sara’s new book, “Student Teaming: You Got This! A Teacher’s Survival Guide”
DEMANDS AND PRESSURES ON OUR SCHOOLS ARE GROWING Evaluations have to be faster and feedback needs to be fair, meaningful and objective. Observers need to honor strengths, point out opportunities and build trust. Join evaluation expert Lee Manly as he provides an inside look at the iObservation web-based platform. Learn
As Principal of a Florida elementary school, LSI Practice Leader Amy M. Dujon empowered each of her teachers to become highly skilled at releasing ownership of learning. The result? A building comprised entirely of rigorous, student-centered classrooms. During the process, Dujon found herself focusing on what students (not teachers) were doing. In this
By Mike Gershon, Author of the Great Teaching Made Easy Series I spent a bit of time teaching A Level (or Advanced Placement) History. One class I taught were in Year 13, where the students are seventeen and eighteen years old. That’s the last year of secondary school in the
Article originally published in District Administration By Shawna De La Rosa Testing impacts learners and schools in the U.S. differently than it impacts those in many other nations In most of the developed world, high-stakes tests make or break a student’s future, sometimes before the age of 12. Many countries
By Jaime Castellano, author of Educating Hispanic and Latino Students Article originally published in Education Week. Mistakes are bound to happen when approaching issues of race and racism in the classroom, considering that 80% of the public school teaching force identifies as White, and approximately 50% of the public school student population