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o when tech is doing the things teachers did, what do teachers do? Here are some ideas. Relationships: When technology provides the on demand lecture and feedback, teachers have more time to develop relationships with students.  Students want to be seen, heard, and known. Technology enables teachers to better know their students for who they are as a whole as well as their talents, interests, and areas where they want to grow. Guidance: Young people need and want guidance. Teachers can spend more time guiding and supporting students. Tutoring: When whole class instruction can be done using technology, teachers are freed up to do small group and one-on-one tutoring.  Digital Literacy: Teachers can play an important role in helping to support students in being responsible and respectful digital citizens. Learning Network Development: Connections are key and with technology we can help students safely make local and global connections.  What if we found a mentor for every student that could support them digitally and/or face-to-face. Cheerleader: Students love knowing you know their accomplishments.  More time to notice what students have accomplished. Discuss what that means and give them support.

a Professional Learning Community is "a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students."

A PLC is made up of "a school's professional staff members who continuously seek to find answers through inquiry and act on their learning to improve student learning.

Teachers who work in more supportive environments become more effective at raising student achievement on standardized tests over time than do teachers who work in less supportive environments.

I find that students really benefit from being given guidelines and then making something within those guidelines.

Find a way to have students reflect on what they’ve created and document it.

I recently created a design process worksheet that I’ve started using with my students.  They write a few brief sentences or draw some sketches for each step of the design process.

the ISEE is meant to assess a short band of academic skills that are cumulative in nature, and thus, less coachable.

To say that reading skills can be dramatically ‘beefed up’ with a brief stint of preparation is simply wrong; it completely ignores the abundance of research on child development that confirms the inverse.

It is also essential to note that the ISEE is one facet of a highly nuanced application.

Data from the NAIS Snapshot surveys of varying groups of independent school leaders reveal that 61% of schools have increased their expense budgets for the 2020-2021 fiscal year, while 58% are projecting a loss for the same time period.

Determining what motivates your parents can help your school focus its offerings and rein in expenses, helping you focus on what matters most to families.

Sixty-seven percent of schools have already implemented revenue-increasing strategies, and 76% plan to do the same in 2021-2022. Schools most commonly plan to rely on summer programs, with 67% already offering them and 79% likely to for the next summer.

Yet, grading—how teachers evaluate, describe, and report student achievement—is rarely considered part of DEI work.

Perhaps most profoundly, grades shape how our students think about themselves—who they are, what they’re good at, and whether school is a place they can succeed.

Averaging his performance doesn’t accurately describe his skills, and it hides all his growth and improvement.

One of the things we know about brains that have been pushed too far is that they can’t learn. They just can’t. They need an opportunity to calm, to feel safe, to find their way out of the lizard-brain response that is fight-flight-flock-freeze-appease.

High social complexity + low form predictability = stress reactive behaviors.

High social complexity (lack of clarity around the social expectations, cultural norms, and how to navigate the expected social realities of a situation) + low form predictability (confusion about what is going to happen moment to moment, day to day, week to week) = stress reactive behaviors (fight-flight-flock-freeze-appease or signs that the amygdala, the lizard brain, has taken control and the prefrontal cortex—the part that learns and plans and creates—isn’t fully engaged).

Elementary and middle-school students have made up significant ground since pandemic school closings in 2020 — but they are nowhere close to being fully caught up, according to the first detailed national study of how much U.S. students are recovering.

Overall in math, a subject where learning loss has been greatest, students have made up about a third of what they lost. In reading, they have made up a quarter, according to the new analysis of standardized test score data led by researchers at Stanford and Harvard.

Still, the gap between students from rich and poor communities — already huge before the pandemic — has widened.