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Get support and guidance from change makers who are organizing and implementing real improvements to our educational system.

Elena AguilarDecember 11, 2012

I gestured to the stack of books next to my bed and said to my nine-year-old son, "Those are the books I'm going to read this winter break!"

"All of them!?" he exclaimed. "I don't think you can read all of those."

He might be right. I've gathered nine books, over 3500 pages of text, that I'm hoping to devour starting this weekend when my break begins. After a year and a half of almost exclusively reading education-related books, I'm craving stories and beautifully crafted sentences . . . and plot and character and action and historical fiction and science fiction . . . and that almost trace-like state that we enter when we're consumed by a novel.

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Jay McTigheDecember 7, 2012

Editor's note: This is the fifth post in a five-part series which takes a look at five big ideas for implementation of the Common Core State Standards, authored by Jay McTighe and Grant Wiggins.

A prevalent misconception about standards in general is that they simply specify learning goals to be achieved. A more complete and accurate conception, in line with the colloquial meaning of the term, recognizes that standards also refer to the desired qualities of student work and the degree of rigor that must be assessed and achieved.

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Jay McTigheDecember 6, 2012

Editor's note: This is the fourth post in a five-part series which takes a look at five big ideas for implementation of the Common Core State Standards, authored by Jay McTighe and Grant Wiggins

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Jay McTigheDecember 5, 2012

Editor's note: This is the third post in a five-part series which takes a look at five big ideas for implementation of the Common Core State Standards, authored by Jay McTighe and Grant Wiggins

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Jay McTigheDecember 4, 2012

Editor's note: This is the second post in a five-part series which takes a look at five big ideas for implementation of the Common Core State Standards, authored by Jay McTighe and Grant Wiggins

The Introduction to the Common Core State Standards (CCSS) for Mathematics makes a noteworthy point: “These Standards do not dictate curriculum or teaching methods.” (p 5). A similar point is offered by the ELA Standards:

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Jay McTigheDecember 4, 2012

Editor's note: This is the first post in a five-part series which takes a look at five big ideas for implementation of the Common Core State Standards, authored by Jay McTighe and Grant Wiggins

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Mary Beth HertzDecember 3, 2012

There are a lot of dangerous stereotypes out there. "Asian students are always better at math." "Boys are always better at sports." And perhaps the most dangerous of all: "The current generation are all digital natives."

It is easy to see the danger in the first two stereotypes. They tend to influence the way teachers, parents, peers and society in general classify, justify and treat whichever group is represented by the stereotype. I'm not sure enough people give enough thought to the third, equally dangerous, stereotype.

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Elena AguilarNovember 28, 2012

This fall I've been thinking a lot about what makes a good team in a school context. I'll share some of these thoughts, but I really want to hear your ideas on this subject.

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Terry HeickNovember 19, 2012

The long-term output of any school should be not just proficient students, but enabled learners. An "enabled" learner can grasp macro views, uncover micro details, ask questions, plan for new knowledge and transfer thinking across divergent circumstances. This doesn't happen by content "knowledge holding," or even by the fire of enthusiasm, but by setting a tone for learning that suggests possibility, and by creating a culture of can.

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José VilsonNovember 7, 2012

When I began my tenure as math coach for my middle school, I came into the position thinking I could bring something fresh to this idea of support. Four years in, I'm learning that every instructional coach forms a set of relationships and dynamics with colleagues in his or her respective department. Every teacher leader struggles between winning everyone over and positioning him- or herself as a true liaison for administrators and teachers.

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