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An ideal version of co-teaching exists. Two teachers sit together regularly. They plan the lesson from beginning to end. They anticipate misconceptions. They decide who will model, question, monitor, redirect, assess, and provide feedback. They reflect afterward and adjust the next lesson together. Then there is the reality in many schools. The co-teacher is supporting multiple classrooms. Schedules do not align. Planning periods do not overlap. One teacher may be moving from

Something is compelling about the fact that the magnetic compass came before the modern mechanical clock. Before we became exceptionally good at measuring how long something took, we had already developed a tool to help us figure out where we were going. I think there is a lesson in that. We spend an enormous amount of time measuring time. How long did the lesson take? How quickly did the student finish? Are we on pace? How many minutes are left? When will the initiative be i

Schools make an assumption that deserves more attention. If we put two qualified adults in the same classroom, collaboration will naturally happen. It sounds reasonable. It is also rarely that simple. Two teachers. A teacher and a teaching assistant. A content specialist and a special educator. A CTE instructor and an academic teacher. An ENL teacher alongside a classroom teacher. Whatever the configuration, adding another adult changes the classroom's potential. It does not

Helping Families Understand the Portrait of a Graduate and Outcomes-Based Education For generations, families have understood school through a familiar set of structures. Students attend school for a certain number of days, complete a prescribed collection of courses, earn credits, take required examinations, and, if they meet those requirements, receive a diploma. That system is familiar. Familiar does not always mean sufficient. A diploma indicates that a student has comple