7 Ways to Do Formative Assessments in Your Virtual Classroom | Edutopia - 0 views
Virtual Manipulatives for Math - 0 views
5 Ways to Support Kids With ADHD During Remote Learning | Edutopia - 0 views
How to Help Middle and High School Students Develop the Skills They Need to Complete Ho... - 0 views
How to Improve Homework for This Year-and Beyond | Edutopia - 0 views
NAIS - NAIS Research: Budget Considerations for the 2021-2022 School Year - 0 views
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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.
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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.
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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.
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NAIS - The Truth About Making Real Change for Racial Justice - 0 views
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To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.
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noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
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When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.
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