Recent Blog Posts
One of my all-time favorite assertions about grading in schools comes from Grant Wiggins. He writes:
"The most ubiquitous form of evaluation, grading, is so much a part of the school landscape that we easily overlook its utter uselessness as actionable feedback. Grades are here to stay, no doubt—but that doesn't mean we should rely on them as a major source of feedback."
Let's start with a simple truth: Schools have limited budgets and every time that we make careless spending choices, we tie our own hands behind our backs.
As a result, I've worked HARD over the past several years to encourage both teachers and school leaders to think systematically about just what they want to see happening in classrooms before they spend ANYTHING on technology.
Blogger's Note: I read a John T. Spencer bit a few weeks back that touched a bunch of emotions. That's led to a bit of unvarnished truth that I wanted to process here in a post that is decidedly light on the smiles and candycorn. Hope that doesn't shake you.
A close friend who works in a leadership role in a local school asked me an interesting question this week. "I just want to build something that teachers can buy-in to that will help kids," she said. "How do you do that?"
Chances are that if you've worked in schools for any length of time, that question resonates with you, right? We've ALL had moments where we were completely frustrated by a group of teachers who just weren't interested in moving forward with a new project and/or program.
In a recent bit over on his blog, my buddy Tony Baldasaro argued that the decisions schools make are often designed to support the system rather than to support students or to advance learning.
Laryngitis set in. A teacher's worst nightmare. But I learned a lot about my students and my teaching...
As featured by Jenny Brundin on Colorado Public Radio show "Colorado Matters," April 3, 2013.
This year I am living the 21st century American teacher’s dream—leading without leaving the classroom behind. As a teacherpreneur, I spend part of my day teaching—and the other part working to change policies and practices beyond my classroom.
This post originally appeared on EdNews Colorado.
I've been ruminating on the word super. A dictionary search reveals several definitions for the prefix: "above, beyond," "to place or be placed above or over," and "an individual or thing larger, more powerful or with wider application than others of its kind."