Category: School Transformation

How Do You Show Evidence That Your Strategies Impact Student Learning?

School Superintendent Dr. Julia Espe often quotes Israeli teacher Haim Ginott: “Children are like wet cement. Whatever falls on them makes an impression.” During her career as superintendent of Princeton Area Schools in MN, Espe continually strove to ensure that whatever “fell” on the students in her school district left

Dylan Wiliam: Teacher Learning is Every Leader’s Priority

LSI author Dylan Wiliam sits down with Ollie Lovell of ERRR (Education Research Reading Room) to discuss his book Leadership for Teacher Learning. Dylan Wiliam is author of the best-selling book Embedding Formative Assessment, and his newest book Creating the Schools Our Children Need: Why What We’re Doing Right Now Won’t

2 Simple Changes to Create the Schools our Children Need

By Dylan Wiliam, author of Creating the Schools our Children Need and best-seller Embedding Formative Assessment. This article was originally published in Teach Secondary Magazine on Oct 22, 2018.  Currently, according to the results of the latest round of international PISA tests, approximately 120,000 students leave school in England each year without the literacy

The Number One Factor in Student Success? Relationships With Teachers

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.

Lesson Planning: 6 Steps for Aligning Student Tasks With Learning Targets

By Amy Dujon, author of The Essential Flipbook for Achieving Rigor The goal of a standards-based classroom is to provide each student with an opportunity to produce evidence of the grade-level standards. This is no small feat for the teacher. First, teachers must understand the level of thinking and evidence required by

“We HOPE to See a Productive Struggle” Sara Croll on Omaha Public Radio

“We hope to see a productive struggle. We want kids to really think it out and try. When the teacher goes in and shows them and saves them, so to speak, the learning stops, because they got the answer and they’re done. So we really encourage the productive struggle —

Modeling With Mathematics: What it Is and How it Aligns With the Standards-Driven Classroom

By Jackie Speake I recently facilitated a teacher training at a school district with Learning Sciences International. The training included College and Career Ready (CCR) Standards for Mathematics, and we discussed the eight standards for mathematical practice. For more information on all eight practices you can check out CoreStandards.org. Unlike the Next

8 Listening Strategies Students Can Use for Better Communication

(FREE DOWNLOAD AVAILABLE BELOW) By Ron Nash, author of The Power of We and And What About You? When I ask how many participants in one of my workshops have taken a speech class at some point, most of the hands go up. I follow that with, “How many have taken a

Student Teaming: 3 Strategies for Turning Students into Teachers

By: Sara Croll, author of Student Teaming: You Got This! A Teacher’s Survival Guide If we want students to be successful working in truly rigorous, autonomous academic teams, we need to give them tools to help them work through the challenges that might occur. Students don’t usually come equipped with strategies

Reflecting on a Year of Growth at Des Moines Public Schools

By Kara Bentley Staff members at an Iowa elementary school reflect on the take-aways, challenges, and rewards of becoming a School for Rigor. Read the first part of this series here. In August 2017, I had the privilege of working with the instructional staff of Monroe Elementary School in Des Moines