Project-Based Learning

The First 30 Days Matter: Don’t Let the Urgency of Opening School Crowd Out the Purpose of School

Every school year begins with urgency. Schedules must be finalized. Vacancies must be filled. Classrooms must be prepared. Buses must run on time. Devices must work. Students must

The Questions We Keep Asking Are Producing the Schools We Keep Getting

Imagine sitting in on two leadership meetings. In the first, the conversation sounds familiar. "Are teachers on pace?" "Have we covered the standards?" "

The Experience Gap: Why Knowledge Alone Is No Longer Enough

Walk into almost any school in America, and you will see learning taking place. Students are reading. Teachers are explaining. Assignments are being completed. Standards are being taught.

The Screen Time Debate Is Missing the Point

Why Schools Must Stop Measuring Minutes and Start Measuring Meaning Few topics in education generate as much passion right now as screen time. Parents worry about it. Teachers

Before the First Bell: Why School Leaders Must Prioritize Deeper Learning and Career Connection Now

As schools gear up to prepare to welcome students back for another year, leadership teams across the country are now immersed in planning. Master schedules are being finalized.

The Danger of Planning for Yesterday’s Schools

As another school year closes, educators across the country are carrying a familiar mixture of exhaustion, reflection, relief, and anxiety. Teachers are shutting down classrooms after months of

We Keep Calling It Rigor—But Students Know It’s Compliance

Somewhere along the way, we began to confuse rigor with obedience. And students noticed before we did. They learned how to play the game—how to finish the

What It Looks Like When Schools Decide to Mean It

From rural Oregon to Las Vegas classrooms, commitment—not circumstance—is what drives transformation. In education, there is a difference between adopting something and committing to it. Across

We Say We Want Engagement—But We Keep Designing Compliance

In schools, we talk about engagement like it’s the goal. We name it in strategic plans. We highlight it in walkthroughs. We ask about it in interviews.

“Preparing Students for the Future—or Training Them to Follow Directions?”

A quiet truth sits just beneath the surface of our work in education—one we don’t say out loud nearly enough: We say we are preparing students

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