Leadership

Content that enables educators, edleaders, organizations and families to increase capacity, apply a growth mindset and implement what’s next in learning on behalf of those entrusted to them.

Leadership

Leaders, Learners and Designers all Listen First

Leaders listen deeply and fully to others, reflect for others their beauty and talents, and act with profound respect for the dignity and worth of all people. For each of those key processes here are some connections for relationships, learning and design.

Leadership

Naming the Theories in Use

While at #PS2015, a graduate student at BYU asked me, "What other theories are being applied in education?" That may be the best question of the year and one that every school and district leadership team should ask themselves.

Ed Policy

Utah Boosts Kindergarten Readiness with Literacy Games At Home

To address a growing Kindergarten readiness issue, the Utah legislature created UPSTART, a five year pilot program to test the potential of literacy software used at home. Preschool-age children in the program receive an individualized reading, math, and science curriculum with an emphasis on reading.

Ed Policy

Personalization: The New Frame

With the end of NCLB, a new frame is emerging that includes personalization, a competency focus, and work readiness. This new frame is evident in EdTech startups, new school grant programs, school district strategies, and emerging educator preparation programs.

Leadership

Education as a Public Good

The emerging vision for learning as a service is requiring more learner and parent decisions than ever. So, with all of the individual choices, how do we protect and advance the public good? The answer to this important question has eight implications for state and local policymakers.

Leadership

Designing Transformative Professional Learning Experiences

In professional development, let's ask: What can we create together? What do we value and believe to be true? What kind of effort are we willing to expend based on our values and beliefs? By acting on what matters, we can design transformative professional learning.