Creating Connections in Our School: It was BIGGER than We Thought!

Making connections with advisory is so much fun When we first began creating our advisory program, its purpose was to replace a 30-minute homeroom embedded in our day. One of the problems with advisory at the time was that teachers were struggling to create worthwhile activities. We needed a better plan and an advisory program

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Closing the Access Gap in the Middle Grades

What We Should Do So All Students Succeed Access: Why would we look at middle level education through the lens of access? What effect does access have on specific stakeholders—including ourselves? How does access (or lack thereof) affect teaching and learning in the critical middle grades? What do we do when we have an “access gap” in

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How can teachers help students become more self-aware?

This is part 1 of 5 in “Mentor Me” questions about Social and Emotional Learning (SEL). There are five components of SEL: Self-Awareness, Responsible Decision–Making, Relationship Skills, Social Awareness, and Self-Management. Classrooms where teachers both overtly and organically teach these crucial skills help students develop essential skills and dispositions. Like many teachers, I post a “daily

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Using the Teacher-Based Team Process to Raise Teacher Voice

Teacher collaboration and shared decision-making. In the midst of monumental changes and innovative learning strategies, raising the degree of teacher voice in our schools is needed now more than ever. While many improvement processes and strategies have come on the scene to support schools in leadership growth and student achievement, a vital component is to

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Leadership: Three Emotional Mind Traps

How can you determine if your decisions are colored by emotion? Have you ever: Made a decision that backfired? Thought that hindsight is 20/20? Wished you had made a different decision? As they share in their February 3, 2009, Harvard Business Review article “Why Good Leaders Make Bad Decisions,” Andrew Campbell, Jo Whitehead, and Sydney Finkelstein, researchers

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Graphic Representations of Student Achievement

Let’s interpret the data as it’s written: 80, 90, 0, check, check-minus, absent, 55, 87, absent, 77, one day late 90, check, 90, check, 12, 91, check, check, 88, absent, 84, check, check, check, check, check, absent, 3.5, B+, 3.8, 2.1, 4.0, 3.5, 3.5, check, check, check, 88. A collection of unrelated data points helps no

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