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School Leaders Now (commentary)
Amy Lynn Tompkins, a contributor for School Leaders Now, writes: "I wanted to be a principal since my second year of teaching, but now that I am one, I miss teaching so much. It's not that I miss the frustrating stuff, like grading, but I do miss the family-like feeling and the daily interactions. I miss the fun, the stories, the really cool teachable moments."
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By: Hank Boyer (commentary)
 An informal survey of HR professionals, hiring managers and recruiters identified eight attributes they most wished their candidates would prove in an interview. Truth be told, most employers hope that the first two or three candidates they see will all be A-players, eminently qualified, and hungry for the job. That way they can fill the opening with an A-player and move ahead with the next opening. With this in mind, here are the characteristics employers wish their candidates possessed or demonstrated during the interview.
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Entrepreneur
You've heard of helicopter parents and micromanaging bosses: figureheads who hover over their children or direct reports. Now, a new breed of "lawnmower" parents and bosses is emerging. In a recent post gone viral, a teacher shared an anecdote about a parent who dropped off an item his teenage daughter "desperately wanted." The teacher assumed it'd be an inhaler or money for lunch — something truly needed. Actually, it was a S'well water bottle.
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Forbes
You might know of a leader who gets in their own way. They try to fight every battle (i.e. "win" every discussion), they correct other people's words because their word choice is more precise, or they refuse to consider the fact that maybe, just maybe, somebody else is right — and it's not them. These are the leaders who get in their own way, and by nature of their span of influence as a leader, they subsequently get in other people's ways, too.
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Dimensions Math® PK–5 provides a rigorous and engaging education based on Singapore math techniques.
Contact us today to learn more about the series and implementation at your school.
Learn more about the Series
Browse available Dimensions Math® titles
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Fast Company
Simple decisions are best made using cold, hard logic. This way, we can work through the incremental steps that lead to an answer. But the same isn't true for complex decisions, ones that require more creativity in meshing together a web of interconnected ideas. These decisions can be impossible to work through with logic and reason alone. That's why we need to tap into the proven power of our subconscious mind.
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By: Catherine Iste (commentary)
 Managing up is a necessary skill at any level. It can be challenging, but by default, the way we act will influence how the person above us treats us. As such, like with any management approach, it is best to be informed, proactive and purposeful. The bottom line is, the more focus and attention we can give to understanding ourselves and our bosses, the better we will be able to successfully manage up. Here are a few fundamental skills and actions necessary to successfully manage the boss.
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School Leaders Now (commentary)
Liz Oppelt, a contributor for School Leaders Now, writes: "'I have a great new program! Everyone will love it! It's game changing! A best practice! The best thing since sliced bread! It will change the world!' ... Aaaaaand the teachers show no interest. Can't they see how amazing this idea is? Why aren't they doing the new thing? Do I have to push and prod them? Am I not selling it right? Why can't I get teacher buy-in? Is something wrong with my idea? Is there something wrong with me?"
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NIGHTLOCK®
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Promoted By
Time Redesigned
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Harvard Business Review
Body language varies significantly across cultures. What is considered rude or foolish in a Nordic country may be welcomed as warm and friendly in an African one. What a Canadian businessperson would perceive as arrogant, an American executive may see as healthy confidence.
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Education Week
The education portion of a fiscal 2019 spending bill overwhelmingly approved by the Senate would give boosts — albeit modest ones — to some programs that are closely watched by segments of the education business community. Other programs maintain their current funding levels.
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Education Week
We finally have an idea of how much Congress wants to spend on education. After months of wrangling, top lawmakers for the education budget struck a deal to fund the U.S. Department of Education for the upcoming fiscal year. It's not a done deal, because it still needs to pass the House and Senate, and President Donald Trump then has to sign it. But through this agreement, members of Congress who oversee spending are sending the Trump administration a pretty clear signal about what they want to pay for and how much they want to pay.
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School Leaders Now (commentary)
Derek Boillat, a contributor for School Leaders Now, writes: "When I started my current job two years ago at a 1:1 school, I believed laptops were going to transform the way my students learn and how I teach. It turns out it wasn't so simple. At the beginning of the year, we jumped right in, and I had them use their laptops to create websites and market ideas to an outside audience. We would take the English content we covered in class and apply it in a way that was authentic and exciting for my students!"
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EdTech Magazine (commentary)
Rebecca Buckhoff, a contributor for EdTech Magazine, writes: "In educational technology, it can be difficult to discern a fad from a future classroom staple. When I first learned of 3-D printing in the classroom, I wondered if it held merit. The more I learned about it, the more I realized the untapped potential of this technology. 3-D printing is prevalent in a wide range of fields, including medicine, fashion, construction, manufacturing, aeronautics, culinary arts and many more. Bringing 3-D printing technology to the classroom creates opportunities for students that are limited only by their imagination."
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District Administration Magazine
In 2014, Chagrin Falls Schools in Ohio rolled out a 1-to-1 Chromebook initiative with the goal of transforming learning in the district. The initiative was highly successful. Students, teachers and administrators embraced the devices and the G Suite for Education. Chagrin Falls Schools had become the first district in the nation in which every teacher obtained the Google Educator Level 1 certification by the end of 2016. Not long after, the district was selected as one of the original 12 Google Reference districts around the globe.
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EdTech Magazine
To assist the professional development process for both teachers and IT professionals, Digital Promise, in conjunction with Google, has established a new program called the Dynamic Learning Project to help introduce new education technology into the classroom. K-12 teachers are interested in adopting technology, but low confidence in their abilities to use it well enough to make the integration worth the investment is a significant barrier. Of 2,000 K-12 teachers surveyed, only 10 percent reported feeling secure in their abilities to incorporate "higher-level" technology into their classroom. However, 79 percent displayed a desire to go through training regimens to familiarize themselves with these new tools, according to a PwC report.
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n2y® is changing the way special education is taught enabling students with special needs access to the general education curriculum. Their award-winning program, Unique Learning System®, gives you more time to engage students in valuable learning by providing differentiated lesson materials, detailed lesson plans and standards alignment with data-driven results.
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Thousands of industry professionals subscribe to association news briefs, which allows your company to push messaging directly to their inboxes and take advantage of the association's brand affinity.
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The Hechinger Report
More than twice as many principals in 2017 said students in their schools were assigned some type of mobile device, like a laptop or tablet, than in 2015. That's according to the Speak Up Research Project for Digital Learning, which found that 60 percent of principals who responded to its latest survey say they assign these devices, compared with 27 percent two years earlier.
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MindShift (commentary)
Gail Cornwall, a contributor for MindShift, writes: "Sandeep Acharya answered when his teachers and classmates called him Sand-eep, even Sandy, for 12 years before he decided he couldn't take it any longer: 'Junior year of high school, I walked up to the blackboard in every one of my classes and drew a circle with lines radiating from the center. 'Sun-deep,' I said in a loud, firm voice. 'Sun. Like a sun.'"
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MiddleWeb (commentary)
Sarah Tantillo, a contributor for MiddleWeb, writes: "One of my deepest regrets about my teaching career is how much time I wasted on grading papers. I lost literally months of my life — weeknights and entire weekends swallowed whole — to the process of copy-editing student essays. My life was often imbalanced and exhausting, but even worse: all of this work did not improve my students' writing."
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Full of engaging anecdotes from expert PBIS coaches, this comprehensive resource provides solid, detailed guidelines for implementing and sustaining a successful PBIS program.
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Language Magazine (commentary)
Patricia Hanson, a contributor for Language Magazine, writes: "I recently observed a colleague teaching ratios in a middle school math class with several English learners. He naturally weaved in a conversation teaching the meaning of the word per. He stated it, defined it, wrote it, gave examples with illustrations, and had the students chant 'Per means one! Per means one!' while holding up their index fingers. He had students share their own examples with the whole group and then had small, specially designed groups work together to solve and illustrate a real-life problem about pet food using the skills they had learned. These powerful moments and experiences, in which students learn how language works in relation to the content they are learning in multiple modes, are purposeful and a regular part of the way this class operates."
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By: Erick Herrmann (commentary)
 In every school, students are labeled for a variety of reasons. Consider the students you have or have had in your classroom. Of course, our intent in schools is always to help students learn and make progress so that they can be happy, healthy, productive members of society. To better serve students, we add labels to help us consider the needs of the students and ultimately better meet their needs. However, the labels may serve to ostracize, segregate, or otherwise provide a disservice to our students.
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Education DIVE
When third grade STEM teacher Amanda Roum went to camp this summer, instead of playing games and learning archery, she developed a science curriculum. And after five days at the Arizona Science Center in Phoenix, she took that curriculum, along with the materials she needed, back to her classroom at the Tartesso Elementary School in Buckeye, Arizona — just in time for school to start in August.
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Language Magazine
Starting Strong is a practical resource for preservice instructors and experienced professionals of early-development classrooms looking for ways to more effectively build foundational literacy skills. As an easy-to-navigate compilation of research-based strategies and the theoretical foundations that support them, it is designed to be adapted for various classroom settings: whole groups, small groups, play-based centers, independent practices, etc. The authors also acknowledge an imperative to provide resources especially for instructors of struggling readers and of children living in poverty, and Starting Strong's utility certainly extends to providing strategies for instructors of multilingual classrooms.
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Edutopia
Vertical learning — a framework for high quality group work — showcases student thinking for everyone to see.
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Education Week
Most teachers of students with "reading barriers" — blindness or low vision, dyslexia, or mobility impairments that prevent them from using traditional books — feel ready to start the new school year. But they're not sure that their students are. Those are the findings from a recent survey of more than 700 teachers conducted by Benetech, a Palo Alto, Calif.-based company that creates free, accessible texts through its Bookshare initiative. Benetech, now in its third five-year funding cycle from the U.S. Department of Education, has about 500,000 student members, most of whom have dyslexia.
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Chalkbeat
Allowing an entire school to eat for free, instead of restricting free lunch to students whose families fill out forms, can reduce the number of students who get suspended multiple times, according to a new study. It's the latest evidence that universal meal programs, which have also been linked to higher test scores and better health in other research, help students.
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U.S. News & World Report (commentary)
Leslie Schilling, a contributor for U.S. News & World Report, writes: "A young client I saw recently sat down across from me like so many school-age kids before him and said, 'I just don't feel good.' After telling me about being tired all the time and frustrated with his schoolwork, I asked him to tell me about how he was fueling his body these days. He said he'd been eating better since he'd learned to count calories in his health class. This was the beginning of his attempts to become a 'healthier' eater, but unfortunately, he'd learned that restricting his food or eating fewer calories during the day was the way to do this. Like so many students living in a dieting-obsessed culture, he'd learned disordered eating practices disguised as health behaviors in a required school lesson."
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MindShift
When researchers first discovered a link in the late 1990s between childhood adversity and chronic health problems later in life, the real revelation was how common those experiences were across all socioeconomic groups. But the first major study to focus on adverse childhood experiences was limited to a single healthcare system in San Diego. Now a new study — the largest nationally representative study to date on ACEs — confirms that these experiences are universal, yet highlights some disparities among socioeconomic groups.
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The Hechinger Report
During and following the 2016 presidential election, there were many media reports describing bullying in schools. But it was hard to know if bullying had actually increased or if parents and teachers and journalists were simply noticing it more. Or perhaps, in our age of Facebook and Twitter, more incidents were coming to our collective attention.
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The Atlantic
The world does not revolve around you, teens are often told. Indeed it doesn't, as they are reminded every school-day morning when disabling their alarms. The average start time for public high schools, 7:59, requires teens to get up earlier than is ideal for their biological clocks, meaning many teens disrupt their natural sleep patterns every school day.
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The Denver Post
Coloradans are so eager to fix their state's schools, education supporters say, they will happily vote in November for an unprecedented $1.5 billion in local bond issues to build new classrooms as well as a separate $1.6 billion statewide tax measure to boost funding for every student and increase services to special programs.
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NAESP
Walking up the sidewalk to Andrew Johnson Elementary in Kingsport, Tennessee I encountered a little free library close to the road. This was a great way to start the day! Three students greeted me at the door along with Principal Stacy Edwards. Mr. Edwards explained that the students would provide the tour, and he would follow along.
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NAESP
The role as the school leader is extremely important. To support the endeavors of aspiring principals, it is critical to be abreast of the "Ins and Outs of School Administration". Join this virtual learning experience as we embark on strategies, techniques, and knowledge from award winning NAESP Assistant Principals of the Year and expand your knowledge to be better prepared for the principalship.
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