Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school’s culture.
The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration.
Students own their struggles and strengths when they lead parent-teacher conferences.
Regularly looking at student work throughout the creation process gives teachers insight into how the project is hitting home and gives students important feedback.
Increasingly educators are relying on student data to make instructional decisions, but how much more useful could that information be in the hands of students themselves?
Educators at schools that focus on deeper learning are nurturing confident, self-sufficient learners who are ready for the rigors of college regardless of their backgrounds.
How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.
Pushing students to go beyond what they think they can do is at the core of good teaching. Challenging tasks keep students engaged and curious to learn more, driving their learning to new depths.
Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged — whether because of their ability to speak English or some other reason — educators can find a way in by tapping into students’ interests and passion.
Internships in the community can be a great way to show students the value of learning and bring their passions back into the classroom.