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Jessica Cuthbertson

March 23, 2016

Deeper Learning For All

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For too many teachers, deeper learning only happens on our own and outside of our schools. During the summers, on weekends, or after the final bell rings, we sign on to virtual learning communities of practice to engage with powerful networks of teachers thirsty for deeper learning. This is one of many reasons why the recently released report “Teacher Leadership and Deeper Learning” by Barnett Berry is so important.

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Tricia Ebner

March 23, 2016

Bringing It Together

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Teacher leadership and deeper learning are two terms we hear often these days. Barnett Berry's paper "Teacher Leadership and Deeper Learning for All Students" brings these two concepts together to show the power of what happens for student learning when teachers are given the time and support to delve into their own professional learning at a deep level. 

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Barnett Berry

March 10, 2016

Investing more and differently in students: Teacher leadership for deeper learning

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What do students experience when teachers can lead and learn deeply? Peek inside Social Justice Humanitas Academy (Los Angeles Unified School District)—and find out how we can seize opportunities to take deeper learning to scale. 

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Jessica Cuthbertson

March 6, 2016

From Safety Goggles to Seventh Period: What Shadowing A Student Taught Me

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Have you shadowed a student in your school? This post describes what I learned from stepping into the shoes of a freshman for one day. And why I believe we should all shadow our students to redesign the school experience. 

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Jessica Cuthbertson

February 16, 2016

Why I'm Still Tweeting

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Twitter is the place I go most frequently to connect with educators I admire and respect (many whom I’ve never met in person), engage in professional conversations (both formal Twitter chats and informal discussions), and it is one of my primary education news sources (I’ve swapped scanning headlines for hashtags). Why do you tweet?

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William  Tolley

February 13, 2016

Semester Without Grades: An Early Report from the Field

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This past August I seized the opportunity be an early adopter (read: guinea pig) by requesting that my principal let me pilot a transitional gradeless classroom (our goal is to be a fully standards-based high school within 3-5 years). Six months later, I am emerging from the initial messiness of the process (that stage of cleaning your room when you’ve got your junk in piles all over the place, and can now start folding and filling drawers) so I thought I might share a few reflections in the moment.

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