This post was originally published on Finding Common Ground. In a partnership…students work alongside teachers to own their learning and reach worthy goals. Is that really possible? It all depends on us. Students come equipped to discover, explore, and with innate talents for learning, and it’s our
When wanting to know how much and how well our children are learning in school, critical measures of success are usually based solely on achievement data. Results from standardized tests are examined along with results from previous years (and neighboring schools, districts, and states/provinces) in
We hear from time to time that there's a conflict between John Hattie’s Mind Frame 2 (The belief that student success and failure are based on what they as teachers/leaders did or did not do), and student-centered or personalized learning. The thinking is that this
“SURN takes the competition out of education.” “I may be only one in my school system, but I am not alone.” “This has been the best ‘hands down’ professional development,” said the participants. These statements came from K-12 instructional leaders making an impact by working across school
One of the most confounding issues that schools face is the development of a common definition of progress. In many of our current accountability systems, we focus much more on levels of achievement (Advanced, Proficient, Basic, or Minimal) than we do on the progression of