In this blog post, I invite readers to back up from the K-12 context and reflect on how we connect and collaborate in our own lives. And in a pandemic, how we build connections that matter when we are miles apart and limited to digital tools.
Our data shows some students are struggling in our lessons. Now what?
This is the pivotal moment. Do we focus on providing supports to the students who demonstrate struggle? Or do we also focus on how to evolve our teaching? Are we using data only to sort students for services, or also to challenge our assumptions and change our approach?
Observing students is one of the most important teaching skills. It is also one of the most under-prioritized in professional learning initiatives and district-wide change. Using observation data for equity requires more than watching students — we need to learn to see beyond our own biases and use new data to challenge our own assumptions.
How do you want to feel in school? How do your colleagues and students want to feel? Are their inequities in whose feelings take center stage?
This is part II of a coffee chat with Andrea Honigsfeld, Maria G. Dove and Tonya Ward Singer on how to collaborate for EL achievement.
Reading old family letters I discovered something I never expected to find. Join me on this humbling journey.
Mention peer observation inquiry (OI) in education circles, and one of the first questions is always, “How do you build teacher buy-in?” It’s a critical question. Teacher leaders, however, ask another important question: “How do you build administrator buy-in and support for peer observation inquiry?” Here are five tips to help teacher leaders engage administrators in supporting effective, job-embedded professional learning.
In a new study, Gershenson, Hold, & Papageorge (2015) reveal that non-black teachers have lower expectations than black teachers for the same black students in the same schools. How do white educators respond to these findings? Do we point the finger at others, or get personal to reflect humbly on what we each might better understand about ourselves, and change?
This is the third blog in a series on using Twitter for professional learning. In Part I we explored the question “Should Twitter replace professional development?” In Part II we delved into the pros and cons of Twitter for professional growth. Now let’s get specific about how to leverage Twitter to enhance school and district-level professional learning.
In part I of this three-part blog series, I challenged the notion that Twitter should replace professional development. A total replacement would be tragic, but using Twitter to enhance professional learning has serious potential.
