Years ago, teachers used to talk about the “big” learning months – September, October, January, February, and March – because these months offered large blocks of time for uninterrupted teaching and learning. As more research became available on the topic of how students learn, the importance of these months was

The Academic Leadership Year – The July Period (Part Six) If leadership has done adequate pre-planning and provided teachers with time to collect and organize their data by the end of July, teachers can begin intentionally developing course, unit, and lesson plans that are designed to move their students towards

Years ago, teachers used to talk about the “big” learning months – September, October, January, February, and March – because these months offered large blocks of time for uninterrupted teaching and learning. As more research became available on the topic of how students learn, the importance of these months was

Once schools know the number of students needed for success, their next step would be to identify the teachers of the assessed areas and their students. In the past, Ed Directions’ coaches have looked at multiple years’ scores in content areas to determine: 1) Were they successful last year? and

When working with underperforming schools, Ed Directions’ coaches always emphasize that a school cannot improve scores by setting out to improve scores. In our approach to school improvement, we emphasize that to improve scores, you must improve individual students as learners and performers. This is not an attempt to de-emphasize

In states with more detailed district and school reports, we can carry our analysis to another level. In states that offer information on individual student performance, or in a best case scenario the actual student work and how it was scored, we can connect more dots and begin to speculate

Once we have established where students are expected to be as learners and performers by the time they take a test or transition to the next year – we then facilitate the school’s analysis of current status. This can vary from state to state depending on the nature of, and

There are lots of things for school leaders to do between the time students leave school to the time they return for the next year, and they are all important. Some of these things relate to personal survival (e.g. vacation time, personal professional development, etc.). Many relate to management responsibilities

This tool can be used to focus academic leader/teacher end-of-year conferences and teacher professional development planning, or can be used by teachers to begin the rethinking of their program for next year’s students

Recently, I spoke with one of my mentee principals about the impact of the pandemic on his students’ learning and performance. We talked at length about the numerous challenges the past year has presented. As we were ending our discussion, I asked if he learned any positive lessons. Upon reflection,

Ed Directions continues to emphasize the importance of preparing students to work at the level of the state assessment. We’ve also emphasized mastering the formats and venues they would face on the assessment whether they’re going to have an assessment this year or take an assessment that will count. This

In our planning, the Ed Directions staff looks at state standards or expectations and come up with a plan as to how they turn those expectations into positive test scores. We try to identify what the states identify as priority learnings (what students have to know), what they want the

In our first mental health blog we identified an abbreviated list of pandemic related conditions that could create stresses and anxieties that will ultimately cause mental and emotional issues for students. We looked briefly at issues within current mental health plans in schools that we are currently training or coaching

For the last five years or so, Ed Directions planning teams have been studying the impact of mental and emotional issues on student learning and student performance. We found that there is research dating back to the 1960’s that relates student mental and emotional issues to underperformance in school. In

In the past, many organizations and business leaders used a reductionist view of the way things work inside their companies, adding the individual parts (i.e., departments, supply chain, etc.) to equal what they thought was the sum of the whole. However, in modern times, many thinkers have developed new processes