We define singletons as those teachers who are the only one who teaches a grade level or subject area in their school.
When schools define themselves as professional learning communities, one of the hallmarks of that work is to work with a collaborative team with whom teachers learn together. Read more
There is an English proverb, “necessity is the mother of invention,” that fits in education today as teachers are forced to become digitally innovative in the face of immediate, and possibly an extended, period of need during the COVID-19 lockdown. These are indeed challenging times.
But what if it’s an opportunity too? If I could wave my magic wand and offer a little peace of mind to teachers today, I’d offer this support: Read more
This is the third of four blog posts about facilitating healthy grading conversations in schools (read posts one and two here). The series is intended to help educators navigate the challenging and sometimes turbulent waters of changing any traditional practice—but especially grading practices—where tradition, the court of public opinion, and the potential for failure at the expense of students’ future opportunities hurl immediate deterrents in the way.
Initiating changes in grading practices requires action research—there’s really no way around that. Read more
When I chat with teachers about the power of common formative assessments, the conversations are generally positive. Almost universally, teachers see the value of identifying whether students are learning the concepts and skills that they are targeting in their instruction. They conceptually agree with the practice and value the process of working with a collaborative team to design the assessments and analyze the results. Read more