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education policy

Sandy Merz

June 4, 2016

The Only Class Rule You'll Ever Need

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Two and a half years ago, while reading Teach Like A Pirate by Dave Burgess, I made his one class rule: Don't Be Mean, my one class rule. In the more than 2000 class periods since then, I've had to call for administrative help with an unruly student exactly one time. As this year wound down, I asked students to name the best and worst things about the rule. Below are the most representative of their replies. 

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Jessica Cuthbertson

March 23, 2016

Deeper Learning For All

1 comments

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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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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Adam Tilove

February 25, 2016

An open letter to school administrators

4 comments

School administrators have a choice in how they see and treat teachers—and that choice profoundly affects how schools operate. If we see teachers as “those that can’t do,” then administrators will remain overwhelmed with responsibilities and teachers will continue to feel underutilized and under appreciated. But if we see teachers as highly intelligent, caring, committed professionals, our responsibilities can shift to inspiring, empowering, and assisting teachers as they “do” the critical work of helping to lead their schools. 

 

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