The school I teach in has three changes on the horizon: a change to the schedule, an increase in interdisciplinary offerings, and a heightened attention to Problem-Based Learning (PBL) strategies. The schedule change has been pending for two years. The proposed change is actually incremental
Every Monday after school the Philosophy Club meets. It happens to meet in my classroom. As a consequence, I happened to sit in on it a few weeks ago. I was not assigned to it as a moderator. I was not looking for something to
With the Thanksgiving holiday just behind us, I thought I would spend this blog expressing my gratitude. If I included all the things I am grateful for both personally and professionally, this would be the longest blog of the series. So I will restrict myself
A big part of our efforts at QISA last year was the research, discussion, and writing of (insert shameless plug :) Aspire High: Imagining Tomorrow’s School Today. Russ, Kris, Gavin, and I had numerous back and forth conversations about what a school that genuinely meets the
I mentioned last week that I have been an educator for over 30 years. That included a first-year, fresh-out-of-college stint as a high school teacher—a role I find myself in again
Foreword: Dr. Michael (Mickey) Corso’s transition from the frying pan (Quaglia Institute) to the fire (high school teacher) was the inspiration for this blog series, “Walking the Talk: The School Voice Chronicles.” This is not at all surprising, as Mickey has been my inspiration for years.
This report is rooted in a simple idea: In order for schools to be successful, they must listen to, learn from, and lead with the students and teachers who comprise the very life of the school itself. Whether schools choose to accept our view that
Contributed by Dave Nagel Part 7 in an 8 part series: Part 1: Identifying the Hibernating Student Part 2: Waking Up the Hibernating Student Part 3: Identifying the Perspiring Student Part 4: Cooling Off the Perspiring Student Part 5: Recognizing the Imagining Student Part 6: Helping Turn Imagination Into Reality In our previous 6 installments, we have taken
Part 6 in an 8 part series: Part 1: Identifying the Hibernating Student Part 2: Waking Up the Hibernating Student Part 3: Identifying the Perspiring Student Part 4: Cooling Off the Perspiring Student Part 5: Recognizing the Imagining Student In our last installment, we addressed the
Part 5 in an 8-part series. Read Part 1, Part 2, Part 3, and Part 4. Do some of your student talk a big game about their futures but seem to either fail to follow through or avoid seeing that dreams do not come to a reality without