b.y.o.t bring your own thoughts
the latest on all student-centered models, leadership development, strategic planning, teacher retention, and all things innovation in k-12 education. we answer questions before you think to ask them.
ideas come to me at very random times: in a dream, on a walk, or during my commute. i think “wow, this is it...this is the idea that will land me a ted talk!” following these inspirations, i usually text my colleague and warn her: “this is going to be big! we should carve out a whole hour to talk about it.” within the first five minutes of our conversation, she has completely blown up my idea in all of the best ways. she preserves the spirit of the inspiration while somehow making it better. we then conference in another colleague who amps up our idea by helping us consider new perspectives. he encourages us to share it with our team to accelerate our learning. what we end up moving forward with is always beyond what i alone could have imagined!
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“please see me in my office when you get a break.” a message that is not for the faint of heart. it is also a message i received often from my principal when i was teaching. you read that correctly, i was regularly asked to visit the principal’s office. given my fear of being in trouble, this is not a message i would typically welcome from my boss but she was not a typical lady! our entire staff received short and direct messages like these and if you can believe it, the strongest feeling it brought up for us was curiosity. her emails could mean anything from selecting you for a new leadership opportunity, feedback on a lesson she popped in on, or simply a change in your duty assignment. we generally felt confident that debra believed in us and held us to high expectations so whatever she wanted to talk about was probably an opportunity to learn and grow.
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if recent halloweens have taught us anything aside from the absurd amount of money spent on candy for one day, it's that those involved in child rearing must address cultural sensitivity. the young white boy who wanted to dress as a polynesian hero named maui or the young white girl who wanted to dress as princess jasmine are caught in the middle of a debate on what is acceptable. princesses and heroes that represent all races are important, but what does this discourse look like in the classroom? left unaddressed, bias can lead to lasting harm. consider this story shared by parents that i recently overheard at a dinner party.
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innovative leadership | personalized learning | school districts
the 瑞士vs喀麦隆亚盘赔率 team logs thousands of hours on the road through snow storms and hurricanes, mechanical issues, and flight delays. we travel across the country (and around the world) to work with amazing school and district leaders. because of our nomadic lifestyle, we get a lot of questions. “how many rewards points do you have?” “how do you stay fit?” and the dreaded, “do you know what time zone you’re in?”
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classrooms | curriculum strategy & adoption | personalized learning
the world of work is changing. as we integrate into a global community, we’re tasked to work together to solve complex problems. our solutions can be innovative and represent multiple perspectives if we know how to maximize group work. with so many benefits to a collaborative environment, why is it so challenging? through my work as a classroom teacher and now as an education consultant, i have noticed a few common barriers to collaboration and identified ways that school district leaders and classroom teachers can overcome them.
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my mother’s first language is spanish. as the daughter of an immigrant, i grew up living a life nuanced in foreign customs and cultures. not that these nuances felt foreign to me: it was just “life” in my home. plus, i had the privilege of living in communities that saw my family as vibrant, exciting and beautiful — not foreign or unwanted. it is because of my mixed background that i have always been intrigued by the different value sets that drive us. as i grew older, i realized that not everyone looks at cultural differences as assets; some view them as a threat. this realization became a driver for me to enter education as a special education teacher.
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