As teachers begin to think about applying for positions for next school year, it’s important to consider who the references on the application will be. As a former principal, I’ve looked through hundreds of resumes and applications. I’m not an HR expert, but here is my personal experience with how teachers can stand out when it comes to the references they use.

In no particular order, here are my thoughts on what applicants should consider when setting up references in their application:

There are clearly some potential barriers for teachers as they seek student input into their lesson design and curricular choices. It can feel overwhelming on the teacher’s end, and might be considered just one more thing for them to think about. It can be hard to trust that the students will actually be good co-pilots on the learning journey—even if all the desire in the world is present, it might be hard to know how to actually put it all into action.

Fortunately, we have a few models we can look to that will assist us in how this can look in the classroom. These concepts might seem divergent and like squeezing a round peg into a square hole, but even so, I think the philosophies are definitely worth considering for every teacher.

It’s that time of year when a nice, warm bowl of soup can make a dreary winter day feel warm and comforting. Those soups, every now and then, need a little extra something to help them hit the spot. Our lessons in our classrooms are not much different. When the learning might feel dreary, adding a little bit of spice to our lessons can go a long way. 

To go a little further with the metaphor, not all soups need the same thing to make them better. Some might benefit from more salt or pepper, while others need more substance to them or might need thinning out. Each of these can create a perfect balance for the consumer, making sure the “spice” is just right for the season.

Happy New Year! I can’t even believe it—where has half the school year gone? Hopefully, you have just enjoyed a restful holiday and are gearing up for the second semester. Resolutions seem to be a thing of the past these days, and focusing on a single word is now the way to go. It’s less pressure, but still gives you something to work toward.

What better word to focus on for the new year than the word “new” itself? Webster defines new as: not existing before; made, introduced, or discovered recently or now for the first time.

Here are a few ways to adopt some newness into your life in 2020:

It’s hard to believe that the year 2020 is finally here—a new decade full of new promises has arrived, bringing great opportunities! Those opportunities include new ways to engage your students with content, classroom technology, and learning experiences.  

Here is our collection of engaging content to kick off the new year:

With all that's been said about how we can include students in the process for helping to design—and therefore improve—student learning, there must be a good reason to do it. I always discourage teachers from following educational fads. They might seem great at first, but with all the time required to change course, we only want to do so with a proven strategy.  

So why should teachers begin to personalize learning for students? I use these four Ms when thinking about personalized learning: motivation, metacognition, modeling, and making connections.

It’s the most wonderful time of the year: winter break! School is officially out—and students aren’t the only ones who get to have some fun!

Want to make sure you maximize your time away from the classroom? Here are our top picks for holiday break activities for teachers:

As the first half of the school year is coming to an end, your life is likely full of grading final papers, administering end-of-course tests, and conducting evaluations. You probably haven’t touched a book for your personal reading pleasure in weeks, if not months. But something exciting is around the corner: winter break! Although your school’s winter break may only be a week or two long, you’ll finally have some downtime when you’re free of your teaching duties so you can actually read a book for fun.

Every teacher, every student, and every classroom has a story to share. Because of this, video has become an invaluable tool in teaching, learning, and digital literacy. It’s estimated that children from ages 8 to 18 spend nearly 7.5 hours each day consuming media of all types, often concurrently. Today’s students have never known a world without video, and it’s estimated that 91% regularly view content on YouTube, so it’s only natural that they would want to use video to support their own learning. Teachers using video in the classroom report that their students retain more information and are more enthusiastic about what they are learning.