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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.
district leadership | 瑞士vs喀麦隆亚盘赔率 | school leadership | social and emotional learning
as we reflect on the past school year and prepare for next year, it is helpful to evaluate the social emotional learning (sel) practices and how they served to shape the culture of learning and development in your schools. according to the casel’s (the collaborative for academic, social, and emotional learning ) framework, “sel is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions." sel “advances educational equity [and] can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.”
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district leadership | 瑞士vs喀麦隆亚盘赔率 | school leadership | strategic planning
one of my family’s favorite pastimes is playing the board game the settlers of catan. the winner is the first player to earn ten victory points. there are a variety of ways to earn victory points, which means that winning the game is a matter of both luck and strategy. the last time i played catan, i started the game “lucky” by rolling the highest number and getting to place my settlements first. however, my husband’s strategy of waiting until the end of the game to build the “longest road” turned out to be more fruitful than my strategy of obtaining a two-for-one lumber port to gain the resources that i needed. (if none of this makes any sense to you, go play the game after you finish reading this blog post.)
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blended learning | 瑞士vs喀麦隆亚盘赔率 | personalized learning
when students take ownership of their learning, it can transform the school experience for both students and teachers. cultivating academic agency among students is not a quick process, but by implementing a few small practices consistently over time, educators can foster a culture of student-led learning. here are some simple yet effective ways to build your students' investment in their own education, one step at a time.
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blended learning | 瑞士vs喀麦隆亚盘赔率 | personalized learning | school leadership
as school leaders, we know how difficult it can be to change the culture and reputation of a school. it takes dedication, hard work, and a team of educators who are committed to making a difference. these ingredients were in place to achieve transformational success at hall success academy (hsa) in aldine isd. we can all learn important lessons about how to implement successful shifts by learning about the story of the hsa campus redesign team, including teachers, school principal, assistant principal, working alongside our 瑞士vs喀麦隆亚盘赔率 team.
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district leadership | 瑞士vs喀麦隆亚盘赔率 | organizational leadership & change management | strategic planning
the concept of strategic planning can be intimidating at first glance. if you haven’t gone through the process yourself, you may be familiar with the concept but have questions like “what does strategic planning mean? what does it entail? isn’t that normally done by the ceo or the leadership team?”
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district leadership | 瑞士vs喀麦隆亚盘赔率 | organizational leadership & change management | strategic planning
over the past few years, state education agencies (sea) and local education agencies (lea) have been tasked with creating covid 19 recovery plans. these plans were a way to recognize interruptions with academic progress and mental health for our students and think through how to best support them. during this time, 瑞士vs喀麦隆亚盘赔率 partnered with the south carolina department of education (scde) to ensure districts across the state have the essential information and resources to holistically assist students. this involved not only creating cohesive academic recovery plans, but also initiating action and progress monitoring support to ensure plans become actions and actions become progress.
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