Does our teaching keep up with our preaching about equity? Some of the teachers most vocally outspoken about social inequities, says Henry Seton, end up reproducing these inequities in their own classrooms. Seton shares two critical steps for ensuring this doesn't happen.

The disruption of the pandemic underscored inequities in education systems and prompted educators to think beyond traditional measures of student achievement. However, as students returned to the classroom, conventional narratives of learning loss reemerged. Learning loss implies students, not systems, need to be "fixed," which misses…

To achieve equity, besides identifying problems with student achievement that need to be surmounted, educators must perceive themselves to be capable of meeting all students' learning needs--they must have collective efficacy. Learn five key practices a school leader can take to build staff collective efficacy by fostering deep reflection. When…

High school science teacher Michelle Vanhala reflects on her (sometimes rocky) path to standards-based grading and a grading system that aligned with her educational philosophy.

Teacher leaders do not fulfill their potential without the right kinds of support. Using the stories of two teacher leaders, Lattimer describes how school and district administrators succeed and fail at encouraging teachers to take on or withdraw from leadership roles. The two teachers profiled were more likely to assume leadership roles when…

As a high school principal, the author came to realize that the traditional teacher observation and evaluation model did not help teachers become reflective and improve their practice. Because his own use of brief, frequent principal walk-throughs had given him valuable insights into the need for instructional improvements, he decided to offer…