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"Sprinkled throughout the newly reauthorized version of the Elementary and Secondary Education Act are references to an instructional strategy that supporters think has enormous potential for reaching learners with diverse needs. The next thing to do, those proponents say, is getting more educators to understand just what it means. Called universal design for learning, or UDL for short, the strategy encompasses a wide set of teaching techniques, allowing multiple ways for teachers to present information and for students to engage in lessons and demonstrate what they know.

Perfect for Documenting OF/FOR/AS Learning experiences! "To earn a micro-credential, an educator can select either a single micro-credential or a stack that is aligned with his or her interests or students' needs, collect the required evidence to demonstrate competency, and submit it online for assessment. For example, if an educator wants to earn a micro-credential in Wait Time-asking a question and then waiting 5-8 seconds before following up-she would select that micro-credential, access any resources or further information she needs to develop that skill, and submit a video of herself demonstrating wait time during instruction, as well as some context and a reflection, via the micro-credential platform. An assessor will download the video, and evaluate it through the publicly available rubric. If successful, he or she will earn the micro-credential in the form of a shareable digital badge. Micro-credentials can be posted on social media, shared with administrators or colleagues, or published on profiles and resumes."

"That may partly be the result of a lack of constructive collaboration opportunities, however. For example, the study finds that less than 7 percent of the teachers had opportunities to observe other teachers. Other recent research has found that observations of other teachers can be an especially effective method of professional learning."

Transformation requires a journey for teachers toward great educational rewards for students. Knowing how to craft learning experiences that meld technology with the curriculum is key to crafting digital-age lessons. As digital tools are integrated seamlessly with sound pedagogical practice, a new classroom culture emerges. This is a culture focused on student-centered, personalized learning and shifting away from traditional teacher-centered classrooms. The digitally-rich lesson format below has evolved as technology has been infused into these lesson components: Whole-group instruction Guided practice Independent practice Reflection

Live Binder focused on the positive uses of cell phones, Smart phones, phone apps, and more in the classroom.

Live Binder created my Mike Fisher dedicated to the use of iPads in Schools with tabs including students, teachers, administrators, special education, and more

Designing and delivering excellent professional development for our educational leaders will require that consideration is given to the realities our educational leaders face. The following are four considerations to inform the design and