ANet blog archive
- achievement gap
- best practices
- class culture
- classroom routines
- Common Core
- Common Core instructional support
- complex texts
- conceptual learning
- Connect Standards to Instruction
- data-driven instruction
- educational economics
- educational philosophy
- formative assessment
- high expectations
- instructional resources
- John Maycock
- lesson plans
- professional development
- reading instruction
- school culture
- school leadership
- student work
- supporting educators
- text dependent questions
- text-based planning
I remember vividly my middle school teacher gave us a word search as a final exam. Was this all he thought we could do?
As an adult, I’ve learned that if you set the bar too low for kids, they believe that’s all they’re capable of.
Think about it. What do we celebrate? Things that matter most to us: birthdays, holidays, and relationship milestones. But data doesn’t matter most to us; students do.
The realization was so clear. I couldn’t believe I missed it before: In this analysis meeting, we were celebrating data—numbers—and not celebrating the students or work that produced the data.
How do you make professional development more engaging and practical for teachers? Involve your teachers! At the Condon K-8 School in Boston, teachers design and facilitate their PD—and the impact on teacher investment and collaboration has been incredible.
Tamara Johnson and the staff at University Prep have always focused on students. But recently, teachers and leaders have taken it to a whole new level. Throughout each lesson, teachers and leaders maintain a laser-like focus on what students say and do, and how they are progressing toward mastery of the learning goal.
“Rigor” is on every math teacher’s mind these days, and for good reasons. Rigorous teaching is key to improving student learning. At German Gerena Community School, an ANet partner in Springfield, MA, Math ILS Lindsey Lindequist developed an innovative approach to analyzing interim data that promotes rigorous teaching.
As educators, we know the value of group learning for our students. So why not apply the same principle to our own learning? Principal Sandra Alvarez and her team at Bradford Elementary, a first-year ANet partner in Pueblo, CO, exemplify the idea of learning together.
It’s been over five years since I had the great fortune of joining ANet, and I thought I’d share a bit about our progress, motivated by all that feels at stake in educating our next generation.
It’s easy to pick up on the feeling of optimism at DC’s Savoy Elementary.
Since the start of this year, teachers and leaders have focused on enhancing writing instruction, with particular attention to students’ ability to respond to writing prompts. And there are already promising signs of strong achievement growth.
We created this guide for principals and instructional coaches to use as a tool to structure conversations with probing and reflective questions.
I don’t like doing things I’m not good at, and I know I’m not alone. That’s why, as a teacher, I hated to see my students frustrated and struggling. And yet, when I gave them something easy to “build them up,” they often became distracted.
Strategies to assemble and support a great instructional leadership team at your school. (video)
Almost everyone in education, especially teachers and school leaders, understands the importance of high-quality interim assessments to guide effective instruction. The problem is: How do you know which ones are best?
At Mission Grammar School each week, every lead teacher receives, at minimum, a 15-minute instructional observation and a corresponding 30-minute coaching conversation. Teachers and students are reaping the rewards.
Bringing data into the classroom is easier said than done. Here are the six stages I went through as I adjusted to data-driven instruction, expressed by some of my favorite TV/movie educators.
Stanley Elementary School is known for their dedicated educators, who care deeply about students and are constantly developing their practice to meet the needs of their students. As first-year ANet partners, they’ve chosen instructional priorities that will align instruction with standards. In ELA specifically, they’re prioritizing complex text. In math, the focus is on the major work of the grade.
Data from instructional assessments can give teachers and leaders powerful information that results in better, more targeted teaching and learning. But wouldn’t families benefit from learning about students’ strengths and areas of development, too?
The Renaissance Charter School in Queens, NY is doing great work around complex text. When you walk into different classrooms throughout the school, you’ll see first-grade students charting their stamina for reading, fifth-grade students reading and crafting their own memoirs, and sixth-grade students diving deep into texts and sharing their understanding with their classmates.
Evelyn Ruiz has been the principal of the Harry Sharp Family School for the past 13 years. As a first-year ANet partner, Mrs. Ruiz and her leadership team chose to focus on instructional priorities that will lead to Common Core alignment and instructional change.
Their key to success: professional development.
“I want to hear every teacher say that this was the year they learned and improved the most.”
This is Leo Watson’s blue-sky vision for teacher development this year.
Most educators agree that assessments shouldn’t be a “departure from instruction” but, rather, an “integral part of it.” They’re on board with changing the conversation around assessments from student scores to what students have learned, and many agree that teachers should take the assessment.
However, in light of the ever-increasing demands on the time of teachers and leaders, the questions become when can this work be done? And, is this work truly worth it?
Among the twelve schools in the Boston Public Schools system to achieve Level 1 status this year was Mildred Avenue K–8 School, which rose to the top for meeting assessment targets. Remarkably, Mildred Avenue progressed to level one from the first percentile—the only school in Massachusetts to do so over the last five years.
In this post, we want to share a case study of two Chicago teachers’ approach to using the open-source materials offered by the Vermont Writing Collaborative.
Getting your hands on high-quality materials is a critical first step, but it’s how you use those materials to thoughtfully prepare and strategically plan your instruction that matters most for student learning
We’ve all been there: You’re scrambling to prepare a lesson and you think, "Why reinvent the wheel? Let’s check the interwebs." You google your topic and…28,000,000 results pop up. How on Earth do you decide what might be worth using with your students?
Teachers at The Mozart Elementary School, a BPS school in Roslindale, were thrilled to see significant improvements in student writing last school year. Students were grasping the key understandings in text and structuring responses that addressed all parts of each writing prompt.
Math teachers, spurred by new standards, are striving to increase the rigor of their instruction. But…what exactly is rigor?
Zachary Parker, an experienced coach with ANet District of Columbia, recently wrote to the school leaders he works with on the subject of equity.
If there’s one thing teachers and school leaders are short on, it’s time.
That's what led Marilyn McCottrell to streamline her sessions with her teachers. Instead of carving out separate times for professional development and curriculum planning, she’s found a way to enable teachers and leaders to tackle both of these critical aspects of their work at the same time.