Schools have garnered a lot of attention of late. What to say to students, what not to say to students, the choice of textbooks, and school violence are just a few of the topics that educators see each day on social media feeds and in
Innovation and transformation have always been part of education. Changing lives and making a difference are part of our work. We want things to be different, better, improved for our learners and society. However, innovation and transformation are often the ‘icing on the cake’ activities
The year 2015 marked a turning point for the Fabindia School in Pali district, Rajasthan. It was the year the Professional Learning Program for teachers was launched. Teachers began to feel empowered and transformation began to steadily unfold.
Prior to 2015, teacher professional learning at the
“We didn’t do anything wrong, but somehow, we lost,” says the CEO of Nokia, while crying during a press conference. A similar version of this comes up in many of the schools across the country when we talk about improving outcomes or transforming schools. “We
How do we move from teams solely talking about improving student learning to actually building efficacy for students, teachers, and teams?
The answer: Impact Teams.
As an educator, you may be currently working in a teacher team where you meet regularly to share expertise and work collaboratively
This is the third in a series of three posts. Check out Teams—Don’t Go It Alone and Teams—Build a Team to see the latest in the series!
Teams, in many ways, are like performance automobiles. It takes time to build one. There is great care and
This is the second in a series of three posts. Check out the first post: Teams—Don’t Go It Alone.
It takes time and effort. It can be maddeningly slow along the way. But, building teacher teams and the structures for teams is one the most important
[caption id="attachment_1893" align="alignright" width="184"] "Frequent, regular and focused meetings help to thrust the work of teams forward to authentic school improvement."[/caption]
It has been nearly a decade since Dufour (2007) advised that if principals promote a learning communities approach, then they are obligated to create structures