Author name: Ian

by The Great Schools Partnership  The resources collected below have been curated or created by Great Schools Partnership staff to support schools in the coming months as they prepare to safely and equitably reopen.  Develop a pandemic return plan to ensure physical safety of students and staff. Convene a small planning team to consider logistical and […]

by Adam Bunting Adam Bunting is a guest blogger and principal of Champlain Valley Union High School. You can find him on Twitter @abuntcvu.My mother spent her career as a family systems psychologist. I always admired her work, particularly the deep respect she held for her clients. Just as great educators know about their students, she

by Hayley Didriksen, Reed Dyer, and Arielle Sprotzer After reading this blog, don’t forget to check out our new resource: Using Data to Inform Instruction.Flash back to the summer of 2018. We’re at an in-service teacher session; two hours are set aside for “data.” The first 75 minutes are spent reviewing high-stakes data from the previous

by Dan Liebert and Courtney Jacobs Both proficiency-based learning and project-based learning have gained much attention over the years for the potential they offer to improve the educational experiences of students. This is a critical moment to pause and consider the ways in which each of these approaches might offer both pitfalls and possibilities for improving

by Kate Gardoqui, Michelle Milstein, and Don Weafer At the Great Schools Partnership, we frequently hear from educators and community members who have questions about grading and reporting. Some contact us because they are hoping to make changes in their systems; others contact us because they are seeking to understand changes that have been made in

by Moises Nuñez and Glennys Sánchez Equitable community engagement—an ongoing and intentional process of building trusting relationships, sharing power, and working collaboratively with all stakeholders toward educational equity—can seem overwhelming at first. When it comes to rethinking a decades-old status quo, it’s hard to know where to begin. Or maybe you’ve been working hard on engaging

by Great Schools Partnership COVID-19 has forced schools across the world to rethink overnight how to teach and grade their students. Yes, this is a herculean task; we might also dare to think of it as an opportunity to evaluate our practices with an equity lens. Doing so raises some urgent questions. Among them: How can we

by Jozie SmithJozie Smith is a high school student from MSAD 17 in Maine.I have not been doing school work. I have not been reading my emails and I have not been checking my Google Classroom. I have not been looking at my assignments that were due last week, this Friday, or three days from

by Katie Thompson and Craig Kesselheim “When unintended consequences persist for long enough, you have to assume that they are intended consequences.” – Eliot Asp, Colorado Education InitiativeRecently, I was sitting with a team of high school teacher leaders and their principal, looking at their school data. The data demonstrated that the school was unintentionally