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Sutton, Soraya Sablo; Gong, Nate – Educational Leadership, 2021
School leaders' resilience is best built as a collective effort, write Soraya Sablo Sutton and Nate Gong. The "Change Makers" program at UC Berkeley's Principal Leadership Institute gave school leaders across California the opportunity to work together to solve problems of practice and build their collective resilience--a key to…
Descriptors: Principals, Leadership Qualities, Resilience (Psychology), Cooperative Planning
Duckor, Brent; Holmberg, Carrie – Educational Leadership, 2020
In the authors' 2017 book "Mastering Formative Assessment Moves" (ASCD), they outlined seven high-leverage formative assessment strategies that promote ambitious teaching and deeper learning. Since then, they've worked with pre- and in-service teachers who are implementing the new English Language Development Standards (2014) in…
Descriptors: English Language Learners, Formative Evaluation, Learning Strategies, Preservice Teachers
Krachman, Sara Bartolino; LaRocca, Robert; Gabrieli, Christopher – Educational Leadership, 2018
In addition to excelling in subjects such as science, math, arts, and social studies, students must also develop skills like resiliency, adaptability, and collaboration in order to truly succeed in the world. But how do schools effectively measure those skills when they so often rely on standardized assessments? This article provides a thorough…
Descriptors: Student Evaluation, Evaluation Methods, Social Development, Emotional Development
Fullan, Michael; Pinchot, Michelle – Educational Leadership, 2018
School change expert Michael Fullan and principal Michelle Pinchot collaborated on an experiment: As Pinchot tackled her first years turning around the culture of Heritage Elementary School in California--using ideas Fullan has promoted about school culture and leveraging teachers' power--she and Fullan checked in every few months on how the work…
Descriptors: School Turnaround, Educational Change, Sustainability, Elementary School Teachers
Gallagher, Kelly – Educational Leadership, 2017
Kelly Gallagher writes that "wide swaths of students are not developing their writing skills--skills we know to be foundational to their literate lives." In this article, he explains how school districts can go about developing students' writing skills in all content-area classrooms. He highlights five reasons why students should write…
Descriptors: Writing Skills, Writing Improvement, Content Area Writing, Writing Across the Curriculum
Greene, Kim; Heyck-Williams, Jeff; Timpson Gray, Elicia – Educational Leadership, 2017
Problem solving spans all grade levels and content areas, as evidenced by this compilation of projects from schools across the United States. In one project, high school girls built a solar-powered tent to serve their city's homeless population. In another project, 4th graders explored historic Jamestown to learn about the voices lost to history.…
Descriptors: Problem Solving, Females, High School Students, Homeless People
Tucker, Catlin – Educational Leadership, 2016
In this brief article, Windsor High School (California) English language arts teacher Catlin Tucker describes how advancements in technology have not only allowed her students to connect, communicate, and collaborate with peers beyond the classroom, it has also done the same for her as an educator. In 2010, Tucker began blogging as an outlet for…
Descriptors: Team Teaching, Distance Education, Web Based Instruction, High Schools
Celano, Donna C.; Neuman, Susan B. – Educational Leadership, 2016
Because English language learners enter kindergarten at a distinct disadvantage, Celano and Neuman examine the role public libraries can play in rallying around these young children to better prepare them for school. The authors document a new program called Every Child Ready to Read, which recently launched in 4,000 public libraries across the…
Descriptors: Public Libraries, English Language Learners, School Readiness, Library Role
Burns, Marilyn – Educational Leadership, 2016
Math education consultant Marilyn Burns finds that teachers ask her the same three questions so often she's named them "The Big Three": What can I do with students who finish their math work more quickly?, How can I free up time to work with kids who need extra help?, and How can I differentiate math learning experiences? Burns, who…
Descriptors: Learning Strategies, Mathematics Activities, Teaching Methods, Educational Strategies
Ferlazzo, Larry; Hull-Sypnieski, Katie – Educational Leadership, 2014
"How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?" The authors propose a tentative answer to a question that has been troubling educators of late. Educators, they suggest, need to keep in mind three crucial elements: Students should (1) begin by reading more informational…
Descriptors: English Language Learners, Persuasive Discourse, Writing Instruction, Nonfiction
Khan, Salman; Slavitt, Elizabeth – Educational Leadership, 2013
Summit San Jose is part of the Summit Public Schools network, a group of charter schools in California's Bay Area. In 2011, when Summit San Jose first opened its new high school with a cohort of 9th graders, the teachers decided to pilot Khan Academy. At the time, they had piloted their math resources and platform with five classrooms in Los…
Descriptors: Public Schools, Mathematics Instruction, High Schools, Teaching Methods
Cody, Anthony – Educational Leadership, 2013
One popular approach to teacher leadership is to identify certain teachers as particularly successful, then have others learn from them. Collaborative leadership, in contrast, looks at leadership as a quality that anyone can have. In this model, the goal is not to figure out who is best. Instead, teachers share their unique talents and interests…
Descriptors: Teacher Leadership, Cooperation, Faculty Development, Student Empowerment
Smith, Rich; Johnson, Marcus; Thompson, Karen D. – Educational Leadership, 2012
A low-performing California school district experienced a dramatic turnaround when faculty members began studying student assessment data and working together to ensure students had the support they needed. Sanger Unified School District began its reform journey in 2004 when district leaders launched an effort to focus deliberately on student…
Descriptors: Educational Strategies, Educational Change, School Districts, Low Achievement
Murray, Linda – Educational Leadership, 2012
In its analysis of more than 15,000 high school transcripts, the Education Trust-West found that non-college-bound students tend to take a weak academic load and disconnected electives. As a result, far too many students--most often low-income students and students of color--are bound for low-level jobs, prepared for neither college nor career.…
Descriptors: Graduation Requirements, Educational Quality, Educational Change, Academic Standards
Ferlazzo, Larry – Educational Leadership, 2011
To create the kinds of school-family partnerships that raise student achievement, improve local communities, and increase public support, schools need to understand the difference between family involvement and family engagement. Schools that emphasize the latter tend toward doing with families, rather than doing to families. These schools do more…
Descriptors: Community Needs, Family Involvement, School Community Relationship, Public Support