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A graphic on assessing conceptual understanding caught my attention this week because it asks a question that is bigger than assessment design. What are we really trying to know about what students have learned? For a long time, schools have been very good at measuring what is easy to measure. Did the student remember the vocabulary? Did they complete the assignment? Did they get the correct answer? Did they meet the deadline? Did they earn enough points? Those things can tel

My daughter is a newly minted high school freshman, which means we are entering that season of welcome emails, syllabi, expectations, routines, and introductions to the people who will help shape the next four years. This week, I received a welcome email from her Global History teacher that made me stop for a moment. It was honest. It was refreshing. It sounded like a real educator talking to families about what students were actually going to experience in the classroom, not

In retirement, my “start of the school year” looks different than it did for most of my career. I am not reviewing opening-day schedules, preparing for faculty meetings, checking staffing lists, worrying about transportation, troubleshooting technology, or wondering what completely unexpected issue might appear before the first bell. My mission and purpose have not changed. I still believe deeply in the work of schools. I still believe in children, in educators, in the power

Today is my birthday, which makes it a natural time to think about what birthdays represent. They are moments to celebrate, but they also offer an opportunity to pause, reflect, take stock, and consider how we want to use the year ahead. In schools, we often measure time by calendars that are not our own. We count marking periods, semesters, school years, testing windows, and graduation dates. Birthdays remind us that growth also happens on a deeply personal timeline. A birth

When we hear “agricultural education,” we may picture high school electives, large school gardens, barns, or students preparing for careers in farming. But agriculture is already woven into nearly every part of the traditional Pre-K–12 curriculum, from the food students eat and the clothes they wear to science, economics, technology, history, environmental responsibility, and community life. Including agricultural education does not require classroom teachers to abandon exist

In this video (https://www.facebook.com/share/v/1K9qf3DAXu/?mibextid=wwXIfr), a successful musician tells the story of deciding to leave New York and move to Nashville to pursue music. His guidance counselor thought he was making a huge mistake. They cared about him, wanted him to be successful, and was giving him advice based on what she understood about stability, careers, and the world. For a moment, he almost believed them. Of course, we know the story differently because

In my presentations about teacher leadership, I often return to the idea that strong schools do not grow from leadership that sits in one office. They grow when leadership is intentionally cultivated, shared, supported, and sustained throughout the organization. I have also asked participants to consider whether we are truly creating more leadership or simply distributing more work. That distinction matters. Teacher leadership should not be about extracting more from capable

A student completes a lesson successfully. They answer the questions, participate in the activity, and demonstrate the skill on the assessment. Then, a few days later, they encounter the same idea in a slightly different situation and seem unable to recognize it. Teachers are often left wondering: But we just learned this. The challenge may not be that the student failed to learn the skill. The challenge may be that the student has not yet learned how to transfer it. Transfer

The photo is of my child and her teammate waiting to hear whether their names would be called for the semifinals. They had competed against one another. They both wanted the same opportunity. Yet, while they waited, they held hands. This is what it is about. We talk often in education about social-emotional learning. We create lessons about empathy, sportsmanship, self-regulation, kindness, and responsible decision-making. We build character education programs and identify th

The other day, someone walked past me wearing a T-shirt that read, “No Risk, No Story.” It was one of those simple statements that stays with you long after the person wearing it has disappeared into the crowd. I immediately thought about classrooms. Every day, students are asked to take risks. They raise their hands without knowing whether their answer is correct. They read aloud when they are unsure of a word. They share an idea that may be different from everyone else’s. T

Social media has changed the way students communicate, connect, disagree, joke, and build relationships. It has also changed the way words land, because online comments arrive without the things that help us understand one another in real life: body language, facial expressions, voice intonation, pauses, softness, hesitation, and repair. In a classroom, a student can usually tell when a joke has gone too far. They can see someone’s face fall. They can hear the change in someo

As we celebrate the Fourth of July and look toward the 250th anniversary of the United States, it is worth pausing to think about what freedom really asks of us. Independence is not only a historical event, a fireworks display, or a long weekend. It is an ongoing responsibility to participate, to listen, to learn, to question, and to help build a country that lives closer to its ideals. The story of America has never been simple. It is a story of courage and contradiction, sa

There is a quiet kind of kindness that does not always get named. It is the kindness of letting people be fully themselves without correction, eye rolls, judgment, or the need to understand why something matters so much to them. In classrooms, this matters more than we sometimes realize. Every child has something that lights them up. A topic they cannot stop talking about. A book series they love. A hobby that seems unusual to someone else. A word they mispronounce because th

Last Friday, my daughter went to her 8th-grade dance. There was the dress, the pictures, the friends, the excitement, the small moments that somehow become big memories before we even realize it. Watching her step into that milestone brought me right back to my own 8th-grade dance. Not because of the decorations. Not because of the music. Not because I remember every detail of what I wore or who stood where in the gym. But because of the boy I went with. Years later, when I w

When I used to observe sample lessons from teacher candidates, I always watched for something that was not written into the lesson plan. I watched for presence. Not performance. Not volume. Not charisma in the showy sense. Presence. Sometimes the lesson itself was not the strongest part of the interview. The objective might have needed tightening. The pacing might have been uneven. The materials might have been ordinary. Yet, there were moments when a candidate walked into th

A student stares at the page. No rubric. No checklist. No “right answer” waiting at the back of the book. The discomfort is immediate. The question comes quickly: “What exactly are we supposed to do?” From kindergarten through grade 12, students are often conditioned to expect clarity before action. They are taught to wait for directions, to follow steps, to search for certainty. Yet life rarely offers that kind of structure. The most meaningful work, the deepest thinking, an

It starts the same way in so many classrooms. A student leans back, eyes scanning, hand halfway up before the question is even finished. There is a quiet smile, a quick connection, an answer that feels just a step ahead of everyone else. We write it on report cards all the time. “A very clever student.” It feels like praise, and it is. Yet it also holds more potential than we often unpack. What Does “Clever” Really Mean? Clever is a doorway, not a destination. It signals poss

We spend time speaking about the Portrait of a Graduate. We name the attributes, we celebrate the language, we point to the vision. We do not always examine the studio that makes that portrait possible. A Portrait of a Graduate does not develop in abstraction. It is shaped by the conditions we design: the resources we fund, the adults we prepare, the spaces we curate, and the expectations we normalize. The studio is not just a room. It is the ecosystem that tells students whe

Too often, students move through lessons completing tasks without fully understanding how they are meant to engage as learners. Clarity around the student role shifts learning from compliance to purpose and transforms classrooms into spaces of active thinking and ownership. Defining the student role is not about labeling participation. It is about positioning students as thinkers, creators, problem-solvers, and contributors within the learning process. When the role is intent

Glitter. Say the word out loud and watch what happens. People flinch. They laugh nervously. They immediately picture the aftermath instead of the moment. Flour. Put it in the hands of a child, or even a teenager, and suddenly the kitchen is alive. Hands move, laughter builds, and yes, flour flies. Counters are dusted. Floors are coated. The experience expands beyond the recipe, becoming something shared, remembered, and deeply human. Somewhere along the way, we began to equat