by Megan Gross | 4.21.20
With COVID-19 causing so many disruptions, all of us educators are having to adapt so quickly. And for those of us who support students with IEPs, the challenges can feel especially daunting.
by Dianna Tejada | 1.13.20
As a young person, I didn’t know what it was like to feel valued, heard, seen, or loved by most of my teachers – and that’s part of what led me to teaching.
by Robyn Howton | 11.15.19
I’m working to make sure my students understand my goal for all of them: to start wherever they are now, and go as far as we can together.
by Keith Piccard | 10.2.19
I start off the school year by going over the scientific method with my students. I ask if they know what a hypothesis is, and they say, “A hypothesis is an educated guess, and then you collect data, and you prove it right or wrong.” And I say, “Well, it’s a little bit more than that. I’m going to tell you a fact: There has never been a hypothesis proven correct. That’s not what science is.”
by Greg Moffitt | 8.1.19
I am doing this work because there are kids and teachers who are trying to learn new things and change the world. That is what excites me. And that’s why I think of myself as data-informed, but student-driven.
by Kit Golan | 7.2.19
Some of my middle-school students love math and confidently tackle every challenge problem. But some of the kids who are struggling can’t imagine math ever making sense. One day I
by Christie Nold | 5.8.19
I’m lucky enough to work with a colleague who always pushes me to grow, and I want to celebrate him this Teacher Appreciation Week.
by Justin Tarte | 11.13.18
How can we use data to guide us in supporting our students? How can we have conversations about data that feel empowering, and not judgmental?