Key points:

• Educators can use students’ innate desire to learn for deeper classroom engagement
• Friday 5: Strategies to promote student success
• Insights from educators: Priorities for 2023-2024
• For more news on teaching trends, visit eSN’s Innovative Teaching hub

As an educator, I have always been fascinated by my students’ innate curiosity. From an early age, they have an insatiable desire to learn. Anyone who spends time around young children will find themselves peppered with questions, questions, questions! “Why is the sky blue?”, “Why do my fingers get wrinkly in the water?”, “Why do dogs wag their tails?” This natural inquiry can be a powerful force for education. So, it’s a little disappointing when modern teaching tools and strategies ignore–or subvert–this incredible curiosity.      

Education doesn’t have to be guided by rigid definitions and practices. We can make a transition from linear, hierarchical teaching into a richer, more experiential way of learning.

It all begins by making four simple shifts towards deeper inquiry:

1. Curiosity: If we want to foster student curiosity, teachers will first need to step away from the idea that our job is to tell students how they are “supposed” to do something. Instead, we want to encourage students to be thinkers and problem solvers. One simple way to make this happen is with the Mystery Learning Targets strategy. Post learning targets on the wall — but hide a few key words. Students will engage more acutely when they need to figure out what the exact target might be, and you’ll be able to preserve an element of mystery!
   
2. Choice: When we open up choice to students, we allow them to determine which path they want to follow and how they’ll figure things out as they go. One useful strategy for introducing choice into lessons is with Choice Boards or Learning Menus. These increase student ownership by providing students with a bingo board or learning menu filled with intellectually rich activities. Simply allow students to choose which activities to complete to fill out their boards.       
   
3. Explanation: We want students to construct their understanding by explaining their thinking, and we want to encourage that explanation in innovative, creative ways. One way to do this is by having students make a mascot that represents something you’re learning about. Have students explain the symbolism behind their mascot as a way of probing their understanding of the subject. This encourages them to dig down into their learning and consider the information from multiple angles.
   
4. Cognitive Load: Cognitive Load is about shifting the majority of thinking to our students. We don’t want to overwhelm them, but we do want to encourage them to start investing in their own learning. A good strategy for accomplishing this is to have students record or create lessons that could be used to teach the same content to next year’s students. Not only can this provide you with useful assets to help other students learn, but it reinforces the learning students have when they think about how to teach it to others.

When we recognize the potential of inquiry learning to cultivate and capitalize on student curiosity, it opens an entirely new horizon of possibilities on the landscape of education. Let’s not let this precious resource go to waste. Let’s build classrooms where students can embrace their innate curiosity and creativity. In doing so, we create a world where the promise of discovery lies around every corner.

Key points:

• Collaboration and critical thinking skills will be vital once students move beyond the classroom
• PBL isn’t used enough–let’s change that
• Insights from educators: Priorities for 2023-2024
• For more news on PBL, visit eSN’s Innovative Teaching hub

Project-based learning (PBL) helps prepare students for college and beyond by actively engaging them in meaningful, relevant projects. In many situations, students will work on these projects for weeks or months at a time, which helps them develop deeper content knowledge when attempting to answer complex questions and resolve real-world problems.

With advances in digital tools, many teachers are finding that using edtech tools in PBL enhances projects by providing direct access to greater sources of information and by allowing students to collaborate more easily. Some believe that leveraging the right technology is one of the best ways to support students during PBL activities.

Using technology, students can communicate and collaborate in so many new ways. Edtech tools also enable students to learn beyond the four walls of the classroom, providing them with so many more opportunities to enhance their critical thinking skills and understand real-world situations.

Collaboration in PBL

Collaboration is an essential element in PBL. In the real world, students will often be required to collaborate with others to achieve their personal and professional goals. It’s important to teach students the art of effective collaboration when using the PBL approach.

Some refer to this as supporting a project learning community (PLC). When students work together, they foster a shared sense of responsibility that better supports their achievement. With a PLC, students can learn how to listen better, they can learn how to be a team player and share in each other’s success, and they learn how to hold themselves and others accountable. These are all important skills to have when moving beyond the classroom and into the real world.

Edtech tools to enhance critical thinking and collaboration in PBL

The best way to support PLCs when using the PBL approach is to invest in the right classroom tools. This will help you maximize the effectiveness of the PBL method by enabling students to work better together in harmony.

Below are some edtech tools to use when engaging students in PBL:

PBL Project Designer

PBLWorks, one of the leaders in the development of high-quality project-based learning, has created a tool to assist teachers when planning PBL projects. The PBL Project Designer walks teachers through each step when designing a project, offering them tips, instructional ideas, and links to resources.

Collaboration Tools

Collaboration tools are perhaps the most important when utilizing PBL. These tools can significantly improve project outcomes by enhancing communication, critical thinking, and innovations. Some useful team collaboration tools include:

• Asana
• Slack
• Wrike
• Lucidspark
• Microsoft Teams
• InVision

These tools offer something unique, whether it’s helping with project management, communication, visual creation, or whiteboarding. These are some of the best tools available today and are already used by some of the top companies across various industries to help their teams collaborate. 

Google

The Google platform also offers numerous project-based learning tools that work well in the classroom setting when students are working together on projects. For example, Google Classroom can be used to create project materials. Google Docs and the Explore feature make it easy for students to create documents for their projects and easily cite their work.

In Google Sheets, the Explore feature can also be used to analyze data for projects using machine learning technology. Google Earth and Google MyMaps are great features to help students when they are working on projects where they need to explore geographical or even environmental data.

Google Meet is an excellent collaboration tool that allows students to easily connect through secure messaging and video conferencing.

Translating PBL into real-world solutions

Another benefit of using edtech in the classroom with PBL is that it can also inspire and enable students to turn their project experiences into real-world solutions, such as coming up with their own ideas for a tech startup.

With so much technology and innovation at the tip of their fingers, many students have gone on to develop their own startups. Some of the most successful technology companies began at home or in a garage, such as Amazon, Microsoft, and Google.

Wrapping up

PBL is a powerful teaching method that can help better prepare students for their future. With so many new tools and technologies available today, there are countless ways teachers can enhance the PBL experience, fostering greater collaboration and critical thinking skills that will be vital to success once students move beyond the classroom.

This post originally appeared on the Christensen Institute’s blog and is reposted here with permission.

Key points:

• Teaching trends will impact K-12 learning in myriad ways this year
• Student engagement requires more than edtech tools
• Insights from educators: Priorities for 2023-2024
• For more news on teaching trends, visit eSN’s Innovative Teaching hub

As we move through the beginning of 2024, parent power, rethinking assessments, and career and technical education (CTE) for every student are some of the trends rippling through K-12 education.

Here are six top trends for educators, parents, and policymakers to understand.

1. The rise of homeschooling

It’s not new to note that homeschooling has grown significantly over the last few years since the start of the pandemic and diversified even more. Even mainstream media has picked up on the trend and called it the fastest-growing segment of schooling. My read is slightly different. The news should be that the growth in homeschooling from the pandemic is proving much stickier than people originally expected it to be. But the breakneck growth has slowed. It may even be declining.

2. Parent power

The bigger trend is that parents are feeling much more empowered to make choices about their children’s education. Not only are they choosing homeschooling, but more families are also choosing other alternative forms of schooling, such as private schools, charter schools, virtual schools, microschools, and a variety of hybrid homeschooling arrangements in which parents are stitching together their child’s schooling from a range of options.

Parents are also exerting themselves within schools by advocating for changes in curriculum and instruction—whether that’s to move to reading instruction in line with the evidence of how students become good readers, or in the way the books in a school library reflect a community’s values.

But broadly speaking, this parent-power movement is creating a flourish of different schooling arrangements as parents want to ensure their children make progress in their development. A big question for this movement will be the sustainability of the supply of microschools and other educational options. Many of the microschools that have popped up are small co-ops that a single teacher, who is disaffected with their public school, decided to create. Will these communities be sustainable in the long run? It’s unclear at best. For-profit and nonprofit companies are also continuing to grow to fuel the microschool movement—from Wildflower School’s Montessori microschools to Acton Academy and Kaipod Learning.

3. Education savings accounts

Related to the parent-power trend is the growth of education savings accounts (ESAs)—with 13 states now having such policies. ESAs are not vouchers. They are a much deeper form of supporting educational choice in which the state funds a savings account, and a family is allowed to spend the dollars in that account on a wide range of educational goods and services. That’s different from a voucher, which is essentially a ticket for one kind of educational service—a school—and you either use it or lose it. With an ESA, there is an incentive for a family to shop for value and save money until they find the right service for their child—they can spend the dollars across school tuition, piano lessons, online courses, equine therapy, and more. ESAs are popular among people with different political beliefs. But they have largely been passed in right-leaning states to this point. There is an ongoing discussion about the accountability for these dollars, with some arguing that parents making choices is the ultimate accountability, whereas others want to see more traditional measures of accountability put in place.

4. Challenges for traditional school districts

Many traditional school districts are continuing to struggle given this context. They’ve lost students, particularly in urban and high-poverty districts, to other schools. They’ve shrunk because there are fewer students thanks to a broader demographic decline in new births that began in 2008 and hasn’t changed. They’ve struggled with chronic absenteeism.

What’s behind many of these struggles is a one-size-fits-all mindset that clashes with education pluralism and parents’ more active desires for customized support and schooling models to ensure that their children make progress. Moreover, a compliance mindset that pervades many districts has further hindered them. That mindset can be seen in many districts’ immediate action to ban generative artificial intelligence, not explore how it could help them achieve their goals for each student.

What should schools do? That’s the topic of my book, From Reopen to Reinvent. But the shorthand is they should be creating autonomous educational offerings where they can lean into the drive for customization and rethink schooling.

5. Portrait of a graduate and rethinking assessment

An increasing number of states have moved to create portraits of a graduate—what they believe students should know and be able to do upon graduation. These measures are much broader than just the standards underlying required graduation requirements. But they are also, to this point, largely aspirational. They aren’t backed by assessments that verify a student has mastered the competencies underlying such portraits. That’s part of what’s creating a window for rethinking assessment more broadly. The Carnegie Foundation in partnership with ETS, New Meridian, Schoolhouse.world, and others are seeking to take advantage. I hope that this movement will open a larger window for mastery-based, or competency-based, learning, such that we prioritize the success of every single child, not just the few who can keep up with the lockstep pace of schooling.

6. CTE for all

There is a growing realization that the “college-for-all” movement of the last several decades has not served all students well. Many students who start bachelor’s degree programs do not complete them. When they leave college with student debt, the outcomes are horrendous. There is a growing recognition that we need to bring back career and technical education, but that it must not repeat the mistakes of vocational education, which was often a tracked system based on race. Instead, the path forward should be to make sure all students experience meaningful work-based learning as part of their middle and high school experiences. These experiences can help them start to learn about different career options; build their sense of what they like and dislike about them; understand what it takes to do certain careers—the path, the time, the money; and build social capital so they can go out and seize the opportunities that speak to them. As dual enrollment increasingly blurs the lines between high school and college, we should also make sure that meaningful work-based learning experiences become part of middle and high school for all students—and that they can then make informed choices about their post-high school pathway.

Key points:

• Student success can improve with the right instruction and intervention
• Innovative ideas for school libraries
• Flexible, hybrid learning is key to student success
• For more news on student achievement, visit eSN’s Innovative Teaching page

Student success is at the top of every educator’s mind–particularly as research is still emerging about the pandemic’s impact on learning loss.

Here are five strategies to explore as your school, district, or state focuses on boosting success for all children.

What are the main factors of student success?

Teachers must build strong, trusting, and collaborative relationships with their students in order to ensure student engagement increases and to boost their student success rate. Student engagement has long been an indicator of growth and progress, and in the wake of the pandemic, it will prove essential for academic and social-emotional recovery. Recent insights pulled from a survey of more than 2,000 identifies instructional practices that enable student engagement, no matter the learning environment. Using qualitative and quantitative survey data, here are five instructional practices for driving engagement.

Why is student success important?

The recent development of large language models (LLMs) like ChatGPT has opened entirely new possibilities for the design and implementation of computer-based tutors with the potential to help students succeed. While the underlying models like GPT-4 are more expensive to create than an intelligent tutoring system, they can span a wide range of domains of knowledge (from psychology to music history to computer programming to Spanish) once trained. They can also be “programmed” to mimic the interaction patterns of highly effective tutors in a number of ways, including lightweight techniques like prompt engineering and more resource-intensive techniques like fine-tuning. Healthy tutoring patterns in K-12 could contribute to student success in higher education. Learn more about how AI could advance computer-based tutors.

What creates student success?

Teachers want nothing more than to find success for struggling students–to do this, they need a deep understanding of their state learning standards. Assessments, by design, should show a stair step of understanding toward mastery of state-approved learning standards. But assessments also need to provide a clear picture of student understanding within those skills so teachers can take that information and fill in the gaps. While it creates an uncomfortable feeling for teachers to be thrown into the pond with assessment creation, it is also one of the most important steps educators can take to help accelerate student learning. This district is among student success examples–learn how a new look at assessments helped boost success.

What drives student success?

Last fall, ChatGPT, an AI-powered language model, became the subject of widespread discussion, from lighthearted memes about robots taking over to genuine confusion about the capabilities and implications of AI. While we have come to understand this technology better, there still remains hesitancy and caution surrounding AI and its integration into education. A prime example was the New York City School System, which had prohibited students and teachers from accessing ChatGPT’s website on school computers. However, it is essential for educators and instructional coaches to embrace emerging technologies like AI, as doing otherwise would mean doing our students a disservice. By integrating AI into the classroom, we have the opportunity to enhance teaching practices, coaching conversations, and ultimately support student success in innovative and meaningful ways. Discover how AI instructional coaching can be used in K-12 student achievement (and it has applications for student success in higher education, too).

What is your student success strategy?

Shrewsbury High School has been using online learning since the mid-1990s, says Nga Huynh, the school’s assistant principal. Since then, the school has expanded its use of the program and involved more students. Here are four tips for student success that school leaders learned along the way, and that other schools can use to get the most out of their online learning partners.

Key points:

• Edtech for edtech’s sake won’t work–engagement requires meaningful use
• 4 ways edtech tools drive student engagement and build classroom culture
• How we can improve literacy through student engagement
• For more news on student engagement, visit eSN’s Innovative Teaching page

Student engagement is critical to academic achievement, but it can often be a struggle to engage students in meaningful and relevant ways. During a session at FETC 2024, Tom Murray, Director of Innovation for Future Ready Schools, dove into just what, exactly, makes for the effective use of edtech in supporting student engagement.

“Just because it’s digital doesn’t mean it’s any good,” Murray said. “We could be 100 percent digital and also at 100 percent low-level learning.”

Simply incorporating a device into the classroom doesn’t mean students will automatically engage with their learning.

“A Chromebook can be a digital worksheet storage hub, but it also can be a pathway to unleash genius,” because the level of student engagement comes from how a device is used – the device itself is neutral, Murray said.

There are three components involved in finding edtech tools that work and support student engagement:

1. Interactive learning: Consider how much interaction the student has while using the tool

2. Use of tech to explore, design, and create–not a digital drill and kill: Evaluate the levels of learning. Leveraging technology for low level tasks leads to time invested in low-level learning.

3. The right blend of teachers and technology: What’s right for one student may be different than what’s right for another.

The Department of Education’s newly-updated National Educational Technology Plan introduces a component Murray said is critical for the nation–not just the digital divide, but the digital use divide. Closing the digital use divide ensures that all students understand how to use technology as a tool to engage in creative and productive learning, he noted.

“The more time we invest in passive use, the more time we are investing in low-level learning. So how do we focus on the interactive piece?” he asked. Active use includes media production, global connections, peer collaboration, and immersive simulation. To that end, Murray linked session attendees to a Google Doc with tech tools for student engagement. Resources in that document include instructional tools, digital content, assessment tools, tools for efficiency and management, communication tools, and more.

Citing his 2019 book, Personal & Authentic, Murray said: “In the classroom, teachers can be amazingly innovative with little to no technology, and extremely traditional with all possible tech tools at their fingertips.”

Key points:

• Improving student learning is critical–here are some recent learning trends
• See article: 65 predictions about edtech trends in 2024
• See article: Innovative ideas for school libraries
• For more news on student learning, visit eSN’s Innovative Teaching page

It goes without saying that improving student learning and helping students achieve their learning goals have always been priorities for classroom teachers and educators.

Today, pandemic-related learning loss is still a very real concern for educators, and student learning is one of education’s biggest priorities as the nation strives to move further away from the pandemic’s impact on education.

Let’s take a look at some important resources to help classroom strategies support student learning goals:

Why is it important to involve students in learning?

Learner-centered education collaborates with learners to design learning experiences and pathways tailored to their interests and needs. Learner-centered education and its teaching methods can play a critical role in reshaping education systems, offering a more holistic approach to meeting learners’ needs and helping students find fulfillment in their academic accomplishments. K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education, a report from the Clayton Christensen Institute, offers insight into understanding why schools struggle to change their instructional models, along with 5 models that prioritize learner-centered education.

What is the most effective method of teaching?

Can learning centers that put student motivation at the heart of learning reliably lead children to successful careers and life opportunities regardless of their family background and home circumstances? Probably not. But these centers don’t purport to be one-size-fits-all models of education. Their aim is to provide learning experiences that can and do work exceptionally well for many kids but aren’t available in most schools. Rather than viewing models like these with skepticism until they prove that they can guarantee post-secondary success for all learners, maybe it’s time to expand our concept of education. Education doesn’t have to mean students do all of their important learning in classrooms. Education could be an ecosystem of interwoven teaching practices and experiences that occur in various settings and contexts. It’s worth exploring how student motivation can reframe education.

How do you ensure student learning in your classroom?

Student engagement is critical in ensuring–and boosting–student achievement. At its heart, student engagement is about tapping into students’ innate curiosity, creativity, and critical thinking skills. A lesson with student engagement at its core can make for the best learning experience as a student. Every teacher hopes to ignite, empower, and engage the students who walk through their classroom door. Ample research has shown that student engagement is crucial to overall learning and long-term success. Still, implementing this is easier said than done. To better ignite student curiosity and interest, teachers should consider trying one of these five strategies that help make student engagement second nature.

What does student learning look like?

In education, a big challenge is how to teach students what do to do when they don’t know what to do. What systems are needed for productive struggle to take place in classrooms and schools? How do students learn to struggle so they can eventually problem solve for themselves? Research in neuroscience tells us our brains grow new neuro-pathways when we are at the edge of challenge. It’s often called “The Goldilocks Principle” of learning – it can’t be too easy or too hard, learning activities and strategies must be just right. The term “productive struggle” is used a lot in education, but what does that really mean for teaching and learning? Educators can explore key ways to help build positive relationships while supporting productive struggle in classrooms and across schools.

What are positive learning experiences?

Learning should be positive for students, and often, students equate a positive experience with having fun. Here’s where purposeful play comes in. Many teachers feel they can’t easily incorporate purposeful play into the classroom–but doing so is surprisingly easy. A new survey of K-8 teachers and students from LEGO Education found that nearly all (98 percent) of students say purposeful play helps them learn and the majority (96 percent) of teachers believe it’s more effective than traditional methods like lectures or textbooks. Fun activities for students in the classroom are important. On top of that, almost 80 percent of students want more playful learning experiences in the classroom. Learn more about purposeful play’s rightful place in the classroom–and how to incorporate it into your own teaching.

Key points:

• Great classrooms are great because of the teachers in them
• See article: 5 ways to use edtech to engage shy students
• See article: Innovative ideas for school libraries
• For more news on teaching strategies, visit eSN’s Innovative Teaching page

All classrooms are different and require different teaching strategies to address various concerns, goals, and learning trends. Plus, it takes a dedicated teacher to employ the right teaching strategies for desired outcomes.

What teaching strategy is the best?

Various types of learning strategies are needed to boost student engagement and bring it to its highest levels.

According to the Van Andel Institute for Education, every teacher hopes to ignite, empower, and engage the students who walk through their classroom door. Ample research has shown that student engagement is crucial to overall learning and long-term success. However, implementing this is easier said than done. To better ignite student curiosity and interest, teachers should consider trying at least one of these five strategies that help make student engagement second nature.

What is the most effective method of teaching?

Effective teaching strategies for gamification are possible–when implemented correctly and when learning goals are prioritized.

Students don’t have to be video game fanatics to appreciate a gamified classroom lesson. When teachers turn a lesson or tough-to-teach concept into a motivational gamed or use a fun competition to teach new concepts, students become immersed in their learning and are often more engaged–meaning they’re more likely to retain information. Still, there’s an art to gamifying a lesson and ensuring that students are actually learning instead of just playing a game for points.

Here’s how educators across the country are using tools–from Minecraft: Education Edition to Roblox and easy-to-access online resources–to gamify their lessons and help students engage with learning.

What is an example of a good classroom strategy?

A deeper look into teaching methods and strategies driving high academic growth has revealed 10 instructional strategies that use small changes to teaching practices leading toward growth outcomes for students.

The findings come from a new study from K-12 assessment and research organization NWEA. The strategies fall into three main categories: optimizing instructional time, exposing students to more content, and empowering students.

What is the most effective strategy for teaching?

A one-size-fits-all approach to instruction doesn’t work when you want to empower everyone to succeed in the classroom, according to Samsung education industry experts. Many educators were forced to rethink how to keep students engaged, and pandemic-era learning has only further highlighted the importance of differentiated instruction.

The forced disruption was also the catalyst for students and teachers to quickly acquire digital skills that are ripe to be amplified, taking them from consuming skills to creating skills. As teachers integrate technology into their lesson plans, they’re discovering various teaching methods and classroom tools effective in reaching and enriching the minds of all types of students—from visual and auditory to kinesthetic learners.

Which teaching strategy would be most helpful?

When it comes to special education classrooms, effective teaching methods can make all the difference. Two-thirds of schools with staffing shortages said special education is the hardest area to staff, according to the National Center for Education Statistics. The demands on special education teachers are unlike any other position in schools, and because of shortages, you may be asked to tackle a bigger role than expected when you start.

Still, there are five strategies that can help first-year special education teachers achieve success.

Key points:

• Music education offers benefits far beyond musical ability, including leadership experience
• See article: 10 online music education tools
• See article: How a former music teacher approaches leadership and learning
• For more on music education, visit eSN’s Innovative Teaching page

At its core, music is about self-expression and creativity. Music education also gives students a chance to reflect on their inner thoughts and helps struggling children build their confidence in a safe space.

When used correctly, music can even uplift entire communities and help folks overcome hardships. Inspirational scores make a real difference to individuals who are down on their luck and lonely students can bond around a shared love of music.

A robust musical education goes beyond the walls of the classroom, too. Musical programs can partner with community groups to bring joy and fulfillment to folks who live in the area. These types of programs can help students gain experience as volunteers and foster a sense of social responsibility in schoolchildren.

The value of musical education

Today, only 10.1 percent of young adults can play a musical instrument. This exposes a major flaw in our current education system. Being able to play an instrument increases the brain’s neuroplasticity, reduces stress, and improves memory and coordination. Folks who participate in musical education benefit from improved listening and reading skills, too.

This sentiment is echoed by Nina Kraus, professor of communication sciences, neurobiology and physiology at Northwestern University. Kraus explains that playing music offers “an unlimited capacity for improvement,” as great musicians know that they can always strive for “greater nuance, defter technique, and better synchrony with their ensemble.”

This kind of robust practice triggers broader cognitive and sensory changes within students. Folks who have a musical education are able to process subtle acoustic differences. This gives students a head start when trying to learn a new language.

But the benefits don’t stop there. Kraus continues to explain that musical education has intangible benefits like improved focus and discipline, increased social engagement, and deeper friendships that have been formed while rehearsing with friends. These benefits can be supercharged when going beyond the classroom, as students will be exposed to a greater range of people with a host of different backgrounds and insights.

Music and leadership

Most people associate scholastic leadership with student presidents, peer mentoring, or captaining a sports club. However, music provides the perfect space for would-be student leaders to practice their ability to work with a team and guide their peers toward better performances. 

This approach is championed by Crystal Hernandez, who sees the school system as synonymous with an orchestra. As a musician, Hernandez gained vital leadership skills while learning to meld with the larger symphony. This kind of experience serves her well as a principal, where she uses her musical experience to ensure that her followers are all humming along to the same tune.

Students who have the opportunity to mentor budding musicians outside of the school system gain hands-on experience with community engagement, too. This is pivotal if you want to run the kind of educational program that produces civic minded, socially responsible students.

Community opportunities

Connecting with the wider musical community is easier today than ever before. This is largely thanks to the hard work of organizations like The National Association for Music Education, which puts learners in contact with community music groups.

Working with NAME can help your school address important concerns related to musical education and community engagement. NAME addresses concerns that talented musicians are put in touch with music groups in an equitable, fair way. This doesn’t just improve the synchrony of the symphony; it ensures that students are given access to a diverse range of experiences when working with community-based musical groups.

That said, community-based musical opportunities require serious buy-in from students, educators, and community leaders alike. Increasing buy-in improves creativity by encouraging folks to take risks and push their boundaries when working together on a musical score. Sincere buy-in from all stakeholders also helps balance out the strengths and weaknesses of a musical group meaning all participants are put in a position to succeed.

Musical programs don’t have to feature large ensembles and orchestral scores, either. Community-based musical programs like Mallet Madness teach kids how to play xylophones, glockenspiels, marimbas, and metallophones while building developmental skills.

Working with the wider musical community can give students a better understanding of social responsibility, too. Students can leverage their access to online music education tools to help mentor would-be musicians and raise the overall standard of the group. This is empowering for students and community musicians alike, as both benefit from student buy-in.

Similarly, students who engage with community bands are almost certain to improve their skills. This kind of equitable exchange of experience teaches students the value of community outreach and shows young musicians that they can always find help to refine their talents.

Conclusion

A robust musical education goes beyond the classroom and teaches learners that they can use their musical skills to connect with their community. Community-based programs, like NAFME, help spread the talent in your school equitably around different music groups, too. This ensures that every student has access to a group that suits their skill level and authentically benefits from their presence.

Key points:

• Anomalies in a theory allow researchers to find “what else” is going on in a given situation
• See: Insights from educators: Priorities for 2023-2024
• See: 3 ways teachers can drive student growth
• For more news on growth mindset, visit eSN’s Innovative Teaching page

This article originally appeared on the Christensen Institute’s blog and is reposted here with permission.

All too often, education research falls short of giving educators on-the-ground actionable advice. However, a recent controversy around Carol Dweck’s well-known growth mindset gives me hope that we can move forward with research that can better inform and support practitioners and students.

Over the last couple of decades, education research has, thankfully, moved to embracing randomized control trial (RCT) when possible. Yet even if it gets to an RCT, education research still tends to stop there—at a stage where all a researcher can declare is that some intervention correlates with a desired outcome.

Research stuck in this stage can only tell us what works on average—what people call “best practices.” Yet what works on average often doesn’t work for a specific individual in a specific circumstance. It’s only by moving to more nuanced statements of what works for whom under what circumstance that allows researchers to offer actionable insights that educators can reliably and predictably use.

So how do we do that? The key is to move beyond inductive research that looks for on-average correlations among large N-sizes to deductive research in which we hunt for anomalies—specific circumstances where the outcome we see isn’t what the RCT or large dataset of correlations and studies would have predicted.

Researchers often bemoan finding a failure in their theory. But anomalies are actually good news because they allow researchers to say, “There’s something else going on here.” And that is what leads to better understanding.

What often happens, instead, in education research is that one set of scholars does a study that shows a positive correlation between one set of recommended actions and a desired outcome, and another set of scholars does another study showing something different. Yet almost always in these large datasets or RCTs there are anomalies—a particular student or class or school for which a given intervention didn’t produce the desired outcome—lurking.

When researchers avoid acknowledging the anomalies and instead simply attack each other’s opposing theories, all we get is a giant game of “my correlations are better than yours”—but nothing that helps people on the ground.

A recent controversy over Dweck’s famous growth mindset findings that Melinda Moyer covered in “Is Growth Mindset a Sham?” captures the point.

Growth mindset is the belief that one can improve one’s abilities through effort, learning, and persistence. The on-average claim has historically been that those individuals who have a growth mindset tend to achieve better than they otherwise would, and are able to work through challenges.

But as Moyer wrote, one recent meta-analysis (a review of several independent studies on the same phenomenon) by Case Western University psychologist Brooke MacNamara and Georgia Tech psychologist Alexander Burgoyne in Psychological Bullet “concluded that ‘the apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias’—in other words, the science on growth mindset is flawed, and the approach doesn’t actually boost kids’ grades.”

This feels a lot like the classic case of pitting one set of correlations against another. Your classic “on average” food fight that doesn’t help people on the ground. As Moyer wrote, “Their goal was to figure out if, on average, growth mindset interventions improved academic achievement.” To do this, they lumped students together regardless of circumstance.

Moyer then profiles another meta-analysis, published in the same journal issue by several researchers, which came to a more nuanced conclusion, as it “found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.”

According to Moyer: “The other meta-analysis, on the other hand, tried to figure out when and where growth mindset interventions worked, and when and where they did not, using a slightly different data set. In essence, they did the (sic) opposite of lumping all the students together. These researchers found that growth mindset interventions worked in some groups and not in others and that it helped struggling students the most — which, if you think about it, makes a lot of sense. When kids are already getting straight A’s, growth mindset interventions aren’t as important or helpful, since students are already performing well. But when students struggle in school, the researchers found, growth mindset interventions may help.”

Interestingly enough, the meta-analysis criticizing growth mindset also found some evidence of the same varied effects, Moyer wrote. “When they broke down the various studies and looked specifically at how growth mindset affected students who got low grades, they found that the interventions did have some beneficial effects.”

And even more interesting: “After those two meta-analyses were conducted, Elizabeth Tipton, a statistician at Northwestern University, and her colleagues learned about them and decided to conduct yet another meta-analysis of the growth mindset data. They looked at the same studies included in the “growth mindsets don’t work” analysis, but instead of lumping the data together, they teased the various effects apart more. They concluded that “there was a meaningful, significant effect of growth mindset in focal (at-risk) groups.” In other words, again, growth mindset did seem to help kids who weren’t doing well in school.”

Another way to state all this is that there’s an anomaly. Growth mindset doesn’t seem to work as well for those who are already performing well. I suspect Dweck might push back and say something like, “That’s true, but when and if work gets hard down the road and they experience a struggle, having a growth mindset will serve them well.” That’s certainly the implication of a bunch of Dweck’s stories on stars like John McEnroe in her book “Mindset” (debatable as it might be to analyze a star that one doesn’t know).

But leaving that aside, Tipton then makes the case for improving research by hunting for anomalies and boundary circumstances. As Tipton told Moyer, “There’s often a real focus on the effect of an intervention, as if there’s only one effect for everyone,” she said. She argued to me that it’s better to try to figure out “what works for whom under what conditions.” I agree with her. But not all researchers do, which strikes me as unfortunate for those on the ground trying to transcend supposed best practices to do what will work in their specific circumstances and with their specific students.

Even more to the point, I’ve long heard from researchers that there are other anomalies where growth mindset alone doesn’t make sense. Moyer writes about this as well: “Some researchers, including Luke Wood at San Diego State University, have argued that focusing solely on effort could be detrimental for children of color, who may benefit from being praised both for ability and intelligence. (Here’s a great article by journalist Gail Cornwall that delves into Wood’s concerns and recommendations in more detail.)”

We ultimately need more anomaly-seeking to continue to strengthen the theory of growth mindset. And it would be amazing if Dweck would lead this movement. That might give the findings of limitations to the theory more airtime—but also help educators on the ground know how, where, and when to put growth mindset into action.

Because ultimately, whenever growth mindset fails to produce the outcomes it purports to produce, we aren’t undermining the overall theory. We instead have an opportunity to grow it.

Key points:

• It can be tough to get shy students to participate–but edtech can help
• See also: 4 thought-provoking videos about education
• See also: 5 edtech resources that support literacy in elementary school
• For more news on teaching strategies, visit eSN’s Innovative Teaching page

Engaging shy students in K-12 classrooms can be a rewarding challenge, and edtech is a valuable tool in creating inclusive and interactive learning environments. Many educators are merging one with the using, discovering strategies to use edtech to engage shy students.

By leveraging edtech tools, teachers can foster participation, build confidence, and provide tailored learning experiences.

Here are five strategies to use edtech to engage shy students:

1. Digital collaboration platforms: Introduce digital collaboration platforms like Google Workspace for Education, Microsoft Teams, or collaborative document tools. Many times, shy students find it easier to express themselves in writing versus verbally. Digital collaboration platforms let students contribute to discussions, share their ideas, and collaborate on projects in a digital space. This provides a comfortable outlet for shy students to express themselves and also encourages classroom inclusivity.

2. Interactive learning apps and games: Incorporating interactive learning apps and games helps promote individualized learning paths. Apps like Kahoot! and Quizlet, or educational games aligned with the curriculum, can turn lessons into engaging experiences. Shy students may be more willing to participate in a game-like setting where they can showcase their knowledge in a less intimidating way. Gamification also adds an element of fun to the learning process, making the classroom experience more enjoyable for all students.

3. Virtual reality and augmented reality: Immersive experiences like VR and AR help educators create interactive and visually stimulating experiences. Virtual field trips, historical reenactments, or 3D models of complex concepts can captivate shy students’ interest. By providing a virtual space for exploration, students can engage with the content at their own pace and in a less socially demanding environment. This approach allows shy students to participate actively without the pressures of face-to-face interactions.

4. Asynchronous communication tools: Integrate asynchronous communication tools such as discussion forums, blogs, or messaging platforms. Shy students might feel more comfortable expressing themselves when they have the opportunity to contribute at their own pace and take time thinking about what they’d like to say. Platforms like Padlet or Flipgrid can provide a visual and interactive element to asynchronous discussions.

5. Personalized learning platforms: Implementing personalized learning platforms that adapt to individual students’ needs. Edtech tools like DreamBox, Khan Academy, or personalized learning modules let shy students to progress through content at their own speed. These platforms provide a non-threatening environment for exploration and mastery, and students receive immediate feedback and support. Tailoring lessons to students’ strengths and interests can boost their confidence and motivation to participate more actively.

Key points:

• PBL is a great way to meet a variety of student needs
• PBL can positively impact SEL by empowering students to feel in control of their learning
• See related article: How to make project-based learning a reality
• For more news on project-based learning, visit eSN’s Innovative Teaching page

As teaching–especially in the lower elementary grades–becomes increasingly
challenging with having to manage difficult behaviors, widely varied learning needs,
and skill deficits still lingering from the pandemic, project-based learning (PBL) may
arguably be the most underutilized resource to accommodate these needs.

PBL is not a new concept; in fact, education research articles refer to the idea, though in a much broader sense, beginning in the 1970s. The pedagogical method has since evolved into just that–its own pedagogical approach to bringing learning to life for students through hands-on engagement that lends itself to both differentiation and personalization.

The name can sound daunting to teachers and students alike. Teachers may shy away from PBL out of concern that it will take too much time or require a significant degree of preparation in addition to standard curricular planning. Students may similarly find themselves stressed at the mention of a project or feel defeated if they do not understand a concept and have to complete a project on it. In the early elementary grades, the assumption that PBL is simply too much for young learners can be a frequent roadblock.

However, PBL is one of the most sensible solutions to the variety of needs teachers
must try to meet for each student because it allows student autonomy and targets
specific areas. The concept hinges on the idea that students complete a project on a
single topic–ideally, they choose their own topics to promote interest and motivation–and, in doing so, dive deeply into that topic, ultimately becoming an expert on it.
Projects can be individually completed or a collaborative effort, promoting group work
and social skills. Because students control their learning in the PBL approach,
differentiation is simple, if needed at all, as students conduct their own learning at their own pace and present their learning in a mode that makes sense to them.

The outcomes of PBL exceed academic achievement, as researchers have found that it can also positively impact social emotional learning by empowering students to feel in control of their learning at school, improve students’ learning environments by
teaching them to manage their learning effectively, and teach students the value of
learning by allowing them to engage in meaningful tasks instead of worksheets they
may find pointless or boring. One of the most significant benefits of PBL is that it
addresses students’ questions as they learn, fostering curiosity and perseverance in
learning as opposed to having to stick to a specific curriculum.

So, how does PBL fit into elementary classrooms and work when implemented with the youngest learners? In their recent book Pedagogy of Play, researchers Mardell et al., identify play as a “cousin” of PBL, explaining that the two are closely linked. Describing play as an essential component of learning among young students, researchers suggest that PBL allows young learners to explore a topic–that is, to play with it and learn through the process. They write, “When a person has experiences that are joyful, meaningful, actively engaging, iterative, and socially interactive–in other words, playful–areas of the brain are activated, and chemicals are released, that are related to focused attention, memory, and movement from effortful to automatic learning.” PBL encourages “What if?” questions, leading to meaningful and interactive explorations of a topic that yield learning.

It is important to note that PBL is a pedagogical method, not a curriculum. It can
coexist alongside curriculums, enriching and supporting them, but it is a way of
animating academic content, inviting students to learn about what interests them using, practicing, and honing taught skills to conduct research, think critically, and
demonstrate their understanding.

In an elementary classroom that may include neurodivergent learners, students with
SEL needs inhibiting productivity, and more, this approach invites teachers to teach
basic skills and provide any necessary guidelines but then instruct to individual needs once PBL is underway.

Some ideas of what PBL might look like in a first grade
classroom include:

• A group of strong readers begin reading nonfiction books about a topic of their choosing and write their own story about the topic. They then work together to combine their stories and create a mini encyclopedia.
• A student struggling with basic math concepts creates and keeps track of a class “Lost Tooth” graph and practices counting and comparing numbers each time a classmate loses a tooth.
• A student who struggles to focus and seeks opportunities for movement listens to read alouds on a tablet about a topic of his choosing and practices sentence writing while writing about what he learns.
• A student gifted with artistic talent and excellent fine motor skills but who struggles to write creates detailed illustrations about a topic she chooses and practices labelling them to encourage writing.

These ideas are simple but relative to first grade, indicating that a PBL approach does not have to be a months-long endeavor that is unrealistic or impossible to fit in a schedule. On the contrary, it is a pedagogical approach that elementary teachers
should use more so as to meet students needs with greater ease while supporting
interest in learning.

Key points:

• We can find heroes in every walk of life–including in education
• These three educators exemplify selflessness and dedication
• See related article: Meet the eSN Hero Awards winners
• For more news on teaching trends, see eSN’s Innovative Teaching page

I’ve always hated being put on the spot to answer some version of this question: “Who is your role model?  Who inspired your career?  Who is your hero?”

In my first act in life, as a television reporter, I had the opportunity to cross paths with celebrities, public figures, and just generally “important” people over the years.  And nearly every time, I was disappointed with by the experience because either the person was not as dynamic as their persona or, in some cases, was simply rude. I have a great relationship with my parents and credit them for many, many aspects of my life; one thing they taught me was hero status is a high bar because we’re all fallible humans.

So rather than credit one person, I believe there are nuggets of inspiration and heroes in everyone. My dad sacrificed promotions during his career because he wanted to be present at my after-school sporting events. My mom had such an impact on the high school students she taught that she has maintained relationships with many for most of their lives. My sister and I put our differences aside, and she trusted my husband and me to raise her son when she had to focus on her husband, who was critically injured in Afghanistan. My husband left a very successful career as a television reporter to move to Illinois to get married, and he reinvented himself in a second act in life, publishing equity research and trading stocks.  My childhood friend survived the breast cancer she was diagnosed with when her third baby was only six months old, and while recovering, cared for her husband who was diagnosed with Lyme disease during the pandemic. 

There’s a bit of hero in all of us. 

Especially these educators.

Utah Teacher of the Year and 2023 eSchool News K-12 Hero, John Arthur, has gained national recognition for giving his students a voice through video production. About being named a Hero, Arthur said, “I honestly couldn’t believe it when I heard that I was being recognized as a K-12 Hero! The work I do with my students — coaching them as they use technology to create digital content as advocates for their communities and kids like them — feels so small compared to the work being done by others at the district and state level in this space. I am one teacher at one school, working with 25 kids at a time. The fact that I am being recognized in this way is a testament of how brilliant my students’ voices are — all student voices are — and how deeply their work has resonated with big-hearted adults everywhere!”

Arthur continues, “Like most teachers, I go above and beyond for my students because I love them. It’s that same love that drove teachers to go door to door throughout the pandemic, making sure our kids had what they needed and knew they weren’t alone.”

Arthur may have won the official hero title, but there’s certainly more than a bit of hero in his fellow finalists. Like Sean Bevier…

A finalist for eSchool News K-12 Hero, he started a traditional career in education as a teacher and then administrator.  But his yearning to help those who are underserved and under-resourced resulted in a new position as Juvenile Probation Officer at the Elkhart County Juvenile Detention Center in Indiana, only to be promoted to Educational Specialist five months later. Upon arrival at the Center, he single-handedly created a school library, and he now oversees the academic needs of two classrooms and has witnessed first-hand the magic of literacy.

Bevier says, “Many of our students say our Center is where they read their first-ever book!” Bevier’s students often have stories of hurt and trauma, which ultimately led to their poor choices. He recalls one student angry at his father when he arrived but noticed the relationship mending through their phone conversations. The topic of reading came up between the two and the student shared that he read a book, to which the father expressed his joy. “That ignited this young man,” Bevier says. “Although it was difficult for him to read, he checked out another book, then another. At one point, he was looking for his next book and he told me, ‘My dad said he read Gary Paulsen’s Hatchet when he was in school and liked it. Do we have that?’”

Another eSchool News K-12 Hero finalist, teacher librarian Michelle Kruse in the Cedar Rapids Community School District (CRCSD), transformed the district’s 32 library collections. The collections were 15-20 years old and didn’t reflect the diversity of the students in the community. By advocating at a district level for a more modern collection, the district allocated $1.5 million in ESSER Funds to complete a three-year collection redevelopment project.  Kruse explains, “It is important and powerful work to access the data that you have available in your library database about your collection, and the information you have about your budget, to advocate for additional resources if that is what is needed in your library, for your students. Convincing arguments are made with concrete data that is paired with personal stories about specific student needs. Sometimes this work takes time and patience, and the need to reach out until you’ve found the right administrator to listen to your story. Once you begin telling your story and are met with some success it’s important to follow up and continue sharing your data and your success stories.”

Kruse doesn’t see herself as a hero and states, “It feels humbling to be called a ‘hero’ for doing this work, as I don’t feel like it is work that we normally associate with heroism. In an appreciative nod to the people who do work every day to protect us, secure our safety, and save our lives, I am honored to have people realize that there is a need to do work to help young people see themselves in the books that they read and to see others as well. Providing students access to books is something I am very passionate about and have spent time advocating for in my community.”

Yet, all too often the challenges teachers face in the classroom distract from the reason they got into the profession to start with. Bevier suggests, “Unfortunately, so many things cloud that mission — the demands of teaching that take attention away from the actual work with students, circumstances the children experience at home, etc. Remind yourself regularly of your mission/calling to teach and stay connected to a colleague or two that have the same mission so you can encourage one another.”

Arthur adds, “I often tell my colleagues and friends, empowered teachers empower students. We want our children to find their voices, but we can’t teach them to do that until we’ve found our own. Pick the one cause that means the world to you, with problems that plague your classroom and students’ education, and join the other champions in education who are already working on addressing it — get informed, get involved, learn the playbook that’s been passed down by the incredible educators who came before us, and, when you’re ready, take the lead.”

In the case of these educators, heroes are humble. Bevier says, “I would not call it going above and beyond. It is simply seeing a need and meeting a need. Almost every educator I have ever met made teaching their career because they wanted to help students. It was seen by them as a mission or a calling,” which is why Bevier doesn’t see himself as a hero. “To apply it to me is a misuse of the word. To me, a hero is someone who takes risks outside of their assigned duties to help others. In reality, I am just doing my job…that is not a hero, that is a responsible adult.”

So yes, there are heroes among us, in all our lives. Yet, in the work I do with educators, I often realize just how many give of themselves to help students become successful members of society. To John Arthur, Sean Bevier, Michelle Kruse, and every educator out there, thanks for all the heroic deeds you perform every day.

Key points:

• Innovators are questioning certain mainstays about U.S. education
• See related article: 10 TED-Ed Lessons to get students thinking
• For more news on education trends, visit eSN’s Innovative Teaching page

In education, there is no shortage of debate. Conversations around proficiency, assessments, grading systems, and professional development are all too familiar.

During a time of immense change and innovation in education, with influencing factors such as increases in personalized learning and the explosion of artificial intelligence, it’s worthwhile to look at some of the mainstays in today’s classrooms.

Could the school year look different? Why are grades set up the way they are? Do schools encourage enough creativity?

TED-Ed Lessons explore some of these very questions. The TED-Ed platform lets educators build lessons around any TED-Ed Original, TED Talk, or YouTube video.

Educators can use TED-Ed Lessons for brain breaks, to introduce new lessons, or to inject some fun and engaging conversation into your class.

Here are 4 videos about today’s education system that might be fun for educators–and students–to debate:

1. Why perfect grades don’t matter: Most American students strive for a 4.0 GPA and the highest test scores, but research shows that this quest for perfection actually discourages creativity and reduces academic risk-taking. In this episode of “School Myths” by The Atlantic, Alice Roth investigates why grades aren’t everything when it comes to education.

2. Why do American schools have such long hours? The structure of America’s school calendar may seem counterintuitive—and in many ways, it is. The Atlantic investigates some pressing questions, such as why American students have long summer breaks between school years and yet such short gaps between each class.

3. Should we get rid of standardized testing? Although standardized testing is a particularly hot topic in education right now, this approach to measurement has been in use for two millennia. And while the results of standardized testing can help us understand some things, they can also be misleading if used incorrectly. So what do these tests actually measure? And are they worthwhile? Arlo Kempf investigates.

4. Do schools kill creativity? Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

Key points:

• Communication is key for a successful school year
• Educators also prioritize self-care and mental health
• See related article: 5 tips I’m excited to share with first-year teachers
• For more news on school year priorities, visit eSN’s Innovative Teaching page

Education news is full of trends and predictions for the new school year, but hearing from the folks doing the work is a more direct path to understanding what educators need at this moment.

Heading into the 2023-2024 school year, K-12 teachers and principals are sharing their honest views on their goals and challenges. Let’s uncover what really matters to educators and how it’s shaping our schools.

Question 1: Setting the stage

When we asked educators about their top goals for the school year, a whopping 75 percent said “building strong communication” was at the top of their list. This goal is the cornerstone of a successful school year. Why? Because solid, consistent communication between school and home builds trust, leading to better attendance and academic achievement, improved behavior, and stronger social-emotional skills. It’s even backed by new research showing that students whose families had the highest levels of trust in their community had the best outcomes coming out of remote learning. So, setting up a good communication routine is a fantastic goal for a successful 2023-24.

One way to approach it is to picture your communication plan as a funnel:

Top of the funnel:

The trick is to make sure every family gets updates through the whole funnel regularly and on a consistent schedule.

Coming in second place, 55 percent of respondents mentioned “prioritizing self-care.” It is not just acceptable, but essential, to prioritize self-care. Taking time to rest and recharge is vital for personal well-being and sets an example of healthy practices for the entire school community.

Question 2: Facing challenges head-on

A top challenge for 71 percent of respondents was “effectively reaching all families with back-to-school information and communication.” Ensuring that crucial information reaches families is directly linked to student success. But it can be a complex task. Families have diverse languages, and information access methods, and some face housing instability. To ensure successful learning recovery, it is essential to get students back to school, and this begins with effective communication with parents and guardians. Districts must adopt a multifaceted approach, which includes clear, positive guidance in families’ home languages on the importance of attendance, group messages to classes or grades with information and expectations, and one-to-one outreach by teachers, advisors, or counselors.

After the challenge of reaching all families, the next big concern was “making attendance a core value,” mentioned by 45 percent of folks. Research shows that taking a punitive approach to attendance can backfire on students. Instead of encouraging them to show up, it can have the opposite effect. Why? Because students need to know that their presence at school matters. Positive outreach is the way to go.

Promoting attendance as a core value can take many forms, from a letter from the superintendent in a family’s home language, to building shoutouts for good attendance, to class-wide pizza parties, to simply creating a welcoming atmosphere that makes students want to be at school.

Question 3: Words of wisdom

Here are some insightful tips from fellow educators that align with the top goals and challenges our respondents identified:

• “We stick to our nighttime routine and get to bed early.”
• “Consistent, short, informative communication.”
• “Be positive!! Things will work out.”
• “Starting with an engaging communication activity.”
• “Breathing and finding calmness.”
• “Keep my planning calendars from previous years. Allows a framework to begin from each year. Minor tweaks vs. full creation.”
• “Started a newsletter to communicate celebrations, expectations, and resources for my teachers.”
• “There’s so much to do as we head back to school; it is easy to get distracted. So, I help myself stay on track by picking a task, setting a timer, and going hard at that one thing (and I put my phone in a different room to lessen distractions).”
• “Supporting admin and teachers with establishing multiple pathways for communication. one phone call, one email, one newsletter, before our ‘Back to School’ event.”

In summary, the key takeaway is to communicate openly and take care of yourself.

Uniting for student success

In these insights from educators, we can see twin themes for a productive year: strong communication and self-care. Communication is our foundation, self-care our strength, and empathy our guide. By fostering trust, embracing well-being, and addressing challenges head-on, we can make every school day count for every student.

Thank you to all the educators who shared their insights. Here’s to a year of growth, resilience, and student success!

This is Part 2 of a two-part feature highlighting the eSN K-12 Hero Awards finalists. Part 1, spotlighting 10 more finalists, can be found here.

The eSchool News K-12 Hero Awards recognize the dedicated efforts of education professionals across K-12 departments, including IT, curriculum, instruction and administration. 

The program received an influx of inspiring nominations that highlight the innovation and selflessness of educators in schools and districts across the nation.

Listed here in alphabetical order by school/district name are 10 of the awards program finalists. (Read about 10 more finalists here!)

Read about the three 2023 winners here.

Jump to: Johnston County Public Schools, Carol Cleveland, Colene Hardy, Joey Norris, Jhone M. Ebert, Adam Hyman, Aaron Schwartz, Robert Palazzo, Ramaz School, Daniel Thompson, Dr. Richard Labbe

Johnston County Public Schools
Nominated by: Savvas Learning Company

While recent statistics from NAEP (The Nation’s Report Card) show significant declines in math scores across the country, Johnston County Public Schools in North Carolina has defied that trend. Data released at the end of the 2021-22 school year showed the district increased math scores by double digits in grades 3-8, outperforming pre-COVID levels. These gains led the North Carolina Department of Public Instruction to single out Johnston County as the most improved school district in the state. How did the district do it?

Johnston County Public Schools increased its districtwide math scores to above state averages by implementing a year-over-year plan for high-quality mathematics instruction, which included the adoption of Savvas Learning Company’s enVision® series for grades K-12, an evidence-based, classroom-tested core math curriculum delivered on the Savvas Realize learning management system platform.

Prior to the 2021-2022 school year, the district’s assessment data showed math scores were low, contributing to 14 out of 48 schools in the district being identified as low performing in 2019. Johnston County district leaders made it a priority to find out where they were going wrong. They soon realized that their strategy for letting teachers put together their own math instruction was part of the problem. They needed a cohesive core math curriculum that they could roll out districtwide.

After months of research and a successful pilot, the district chose enVision to be that core mathematics curriculum because of its rigor, digital learning components, and engaging lessons. enVision offers an innovative math curriculum that helps educators teach with confidence and inspires students with hands-on, problem-based learning.

Savvas worked with the district to successfully implement enVision and develop a multi-year professional development plan for teachers. After one year of using enVision, Johnston County saw real growth. From 2021 to 2022, it gained 16 percentage points in math proficiency for grades 3-8, and 9 percentage points for grades 9-12, outperforming statewide averages of a 10-point gain in grades 3-8 and an 8-point gain in grades 9-12.

Johnston County educators are confident they will continue to see growth, and they credit Savvas for being part of the “right mix of expertise, resources, and support” that is delivering real results for the district’s students.

Savvas is proud to call out Johnston County Public Schools as an outstanding example of K-12 success using enVision — a true “K-12 Hero” using its innovative education technology.

Carol Cleveland, Executive Director, Community Schools, Kent School District
Nominated by: Hazel Health

Hazel Health (Hazel) nominates Carol Cleveland in honor of her commitment to the mental and physical well-being of students within the Kent School District. Ms. Cleveland’s leadership and vision for equitable healthcare access have been instrumental in expanding access to healthcare services for students across the district.

Ms. Cleveland came into her position under challenging circumstances, including a teacher strike that delayed the start of the school year in August 2022. During this time, parents and educators voiced concerns about the lack of mental health support for students. During a district board meeting, Ms. Cleveland spoke on the importance of mental health services and advocated for a solution: “Our kids who are talented and have so much potential are experiencing needs that are going unmet.” Ms. Cleveland recognized the need and became a strong advocate for Hazel Health, a telehealth company that provides mental health services to students at no cost to families.

The district initially launched Hazel in 10 pilot schools in January 2022. Ms. Cleveland relentlessly advocated for equitable access to Hazel’s mental health services in all district schools rather than limiting services to a small group. Her proposal was approved by the district’s board in October 2022, resulting in the expansion of Hazel Health to an additional 8 schools.

However, there were still 25 elementary schools in the district without access to Hazel’s mental health resources. Ms. Cleveland understood the importance of gaining the support and trust of school administrators and mental health staff, so she took it upon herself to personally meet with all the principals at all 25 elementary schools to address their concerns and explain in detail the scope of services Hazel Health could offer. “Out of the 25 principals I spoke to, 21 of them said, ‘We want it, we need it, what do we need to do to get it?’”

Through persistent efforts, Ms. Cleveland successfully secured funding to expand to these 25 elementary schools, bringing Hazel services to more than 25,000 additional students in the district.

Ms. Cleveland’s advocacy and perseverance extended beyond mental health services as she oversaw the district-wide launch of Hazel’s at-home physical health services, where students can meet with a medical provider virtually from the comfort of their own homes at no cost, regardless of insurance status. In June 2023, she successfully obtained board approval for a second year of district-wide physical and mental health services for Kent School District.

Ms. Cleveland’s tireless dedication to serving Kent School District has benefited students, families, and school staff in incredible ways. Her perseverance has expanded healthcare access for students, and she has demonstrated what it means to be a leader in K-12 education.

Colene Hardy, English Teacher and Instructional Technology Coach, Lake Forest School Districts 67 and 115
Nominated by: Logitech

In her dual role as an English teacher and an instructional technology coach for Lake Forest School Districts 67 and 115 in Illinois, Colene Hardy has created a deep, comprehensive, and repeatable approach to edtech in the classroom. She harnesses the power of many platforms, devices, and peripherals to offer her students personalized instruction, inclusivity, data-driven feedback, cross-cultural exchanges, and the support of other educators at their school.

Through virtual labs and field trips, simulations, and scenario-based learning, Colene presents complex concepts to her students in ways they find easier to understand and connect to real-world applications.

In a recent study by the International Olympic Committee, more than half of young people (55 percent) said they enjoyed school more on days they get to do physical activity. Because moving around has been shown to bring many benefits to students, she often designs activities that take her kids outside the classroom, ingeniously folding in the features of her edtech resources. For example, in one activity, she supercharges a regular lesson by having students record explanations of what they’ve learned on their iPads. Once students in one of her classes had the bright idea of using the magnetic strip on their Logitech Rugged Combo Keyboard cases to stick the iPads to the metal lockers in the hallway, this already powerful activity began to unlock even more edtech advantages: Now, it reinforces and clarifies students’ thinking, gets them moving, allows her to track their progress with the day’s concepts, and includes students who might otherwise have trouble holding an iPad steady enough to make a good recording.

This talent for seeing how edtech can transform, rather than replace, traditional methods enhances every decision Colene makes in the classroom. So, she may have her students type in Google Docs with their tablets instead of writing by hand, to offer them the instant feedback of the platform’s interactive built-in spelling and grammar checker. But she’ll also have them record their screens and annotate their essays with a stylus. This combination approach contains the best of all worlds: It accommodates different learning styles, makes lessons dynamic and interactive, and includes the benefits of handwriting with a stylus, such as improved motor control and better retention.

With her expert knowledge of edtech solutions and her dedication to making schoolwork engaging, efficient, and effective, Colene has set herself apart as a true K-12 hero.

Joey Norris, Coordinator of Technology Integration, McDowell County Schools
Nominated by: Learning.com

Joey Norris is a true educational hero who returned to his home county in West Virginia to make a difference. He is dedicated to the success of the teachers and students of McDowell County and is a shining example of the positive impact one individual can make in a community.

Amid the pandemic, Joey’s thoughtful and deliberate implementation plan ensured the students of McDowell County had equitable access to digital literacy and computer science education. Joey carefully tailored curriculum pathways to meet students’ needs. This custom curriculum, which was a new learning experience for most students, delivered the essential skills students needed to be safe online.

Today, Joey continues to provide thoughtful planning to the curriculum and has continued to expand the pathways to include 12 digital literacy concepts. Whether a student’s next step is online assessment, core subject productivity, or college and career readiness, McDowell County students enter the environment with a confidence that comes from familiarity with digital literacy concepts.

Joey is also a tremendous support to teachers, providing strong professional development to help them improve their confidence in integrating technology into their core curriculum.

Joey embraces the idea that engaging technology can be leveraged to help students enhance their digital journey, which will prepare them to not just survive but excel in a digital world. Joey empowers students and teachers to achieve great success in the classroom and in the future.

Jhone M. Ebert, Superintendent of Public Instruction, Nevada Department of Education
Nominated by: Discovery Education

The shift to distance education precipitated by the COVID pandemic highlighted challenges including access to technology, professional learning for educators, and high-quality instructional materials. To meet this challenge, in the summer of 2020, Jhone Ebert, Nevada State’s Superintendent of Public Instruction, announced the launch of the Nevada Digital Learning Collaborative (DLC).

An innovative initiative designed to bridge the digital divide across Nevada, the Digital Learning Collaborative sought to accomplish the following:

• Work with state partners to establish equitable access for all students to devices and the internet where they live
• Provide high-quality professional development that drives ROI on the state’s edtech investment for all educators on tools and pedagogy that create engaging learning experiences online and in a blended model and in all grades and subjects
• Ensure all students and educators have access to rigorous, standards-aligned curriculum, such as that provided by NVDOE partner Discovery Education, to support instruction in both face-to-face, online, and blended environments

While initially created to meet the challenges of teaching in the COVID era, the DLC has become an integral part of teaching and learning in Nevada in the post-COVID world. Through its best-in-class digital resources and powerful professional learning opportunities, the DLC is future-proofing the state’s classrooms as it is connecting the education students are receiving in the classroom to the world beyond the school yard.

The Discovery Education resources provided by the DLC are funded in part by a unique public-private partnership with Nevada Gold Mines. Nevada Gold Mines’ collaboration with the Nevada Department of Education and Discovery Education demonstrates a long-standing commitment to the state. As a global leader in mining, Nevada Gold Mines directly invests in social and economic opportunities including education, the environment, health, economic development, and cultural heritage. Now in its third year, the DLC and its innovative funding structure has become a model program emulated by other education systems in the nation.

Thanks to the leadership of Jhone Ebert, all public school systems and charter schools across Nevada now have access to dynamic digital resources and supportive professional learning that is helping to support the success of all learners. Ebert’s efforts are being emulated nationally, and her department has been recognized for building powerful public-private partnerships that support student learning.

Adam Hyman, Media Arts Technology Teacher, Public School 101, New York City Public Schools
Nominated by: Logitech

Adam Hyman is a veteran media arts technology teacher who empowers students to create in a way that challenges them, fulfills them, and reflects the world around them. Students today are deeply ingrained in the “creator culture,” with one-third of children ages 8-12 aspiring to be a YouTuber or vlogger. Adam decided to tap into the movement, integrating content creation into the curriculum not only to increase student engagement and school community connections, but also to help students develop self-confidence and prepare them for 21st century careers.

To do this, he created BEE TV, a student-led daily school newscast from Public School 101 in New York City. BEE TV started during the early days of the Covid-19 pandemic as a way to share what was happening at school with families who were at home. The mini broadcast studio within his school uses a Logitech BRIO Webcam and Litra Beam light for a professional-like experience. Local news stations have run several stories on BEE TV as an example of how educators can catalyze creativity and give students ownership over their own learning journeys. These are exactly the goals that Adam has tried to achieve through edtech during his 24-year teaching career.

Adam has School Building Leadership and Education Technology Specialist certifications, and he acts as Public School 101’s Promethean Panel and ClassFlow Lead and Certified Teacher. While teaching media arts technology in Grades 1–5, Adam continues to push the boundaries of edtech forward and discover new, insightful ways to keep his students, and his entire school community, excited about learning.

Aaron Schwartz, Associate Principal, North Scott High School
Nominated by: IPVideo

In his role, Aaron Schwartz is always looking out for the students at North Scott High School and investigating solutions to keep a safe and secure learning environment. From active shooter drills to security solutions, he is looked upon by the district to find solutions to keep students safe.

In the 21-22 school year, the district has received more than 20 EMS calls for students who were suffering at various levels, including seizures. The suspicion was that this was related to vaping in the high school restrooms, but it could not be proven, and the student victims were not divulging the source. This created anxiety across the district and community to other potential causes.

Determined to identify and prevent the problem Aaron found a solution in the HALO Smart Sensor from IPVideo Corporation, a vape detection and privacy security device for schools. Aaron pushed the district to trial the product, which led to a full implementation in the bathrooms throughout the high school.

Since installation, the HALO devices served as a deterrent to vaping in the restrooms and no further EMS calls took place. The identification of the problem also put fellow students and the community at ease. Aaron’s efforts identified a problem, found a solution to protect students, and provided for a safer learning environment.

Robert Palazzo, Principal, Panther Valley Elementary School
Nominated by: 95 Percent Group

Owning up to a mistake takes courage. And when you are responsible for helping more than 650 PreK-3 students build the literacy foundation necessary for success in school, careers, and life, admitting it makes you a hero.

Robert Palazzo, principal at Panther Valley Elementary School in rural Pennsylvania, is known for his ability to make things happen for his students. A Title 1 school with 80 percent of students on free and reduced lunch and 20 percent in special education, staying laser focused on ensuring students have the resources they need to thrive is always top of mind for Robert.

This dedication to meeting the needs of his students has served the school well. Since taking over as principal in 2017, Robert has established a pre-kindergarten and forged creative partnerships in the community to raise funds to build a new playground and launch a school-based therapy program.

And so, when it came time to focus on elevating his students’ reading scores, Robert was sure he’d found the answer in the principles of Balanced Literacy.

Except, after a year and a half of using this hand-picked program, Robert had to admit the truth: His students just weren’t learning how to read.

Robert called a meeting with staff and faculty and confessed the tough lesson learned: What we’re doing just isn’t working. It’s time to try something new.

At the same time, a national movement away from Balanced Literacy toward the science of reading had begun. Robert did research and discovered the One95 Literacy Ecosystem, which is rooted in the principles of the science of reading and evidence-based instructional strategies. The program would give students a much-needed foundation in core phonics.

Paying for the program would require ingenuity–a skill Robert had honed. He reached out to the foundation of a local business already supporting the school and convinced it to repurpose its philanthropy to support the new reading program. Coupled with ESSER funds, Panther Valley Elementary School was poised to make the investment in a new chapter of reading achievement for its students.

The improvements in student reading abilities were immediate and impactful. Not only did reading scores soar, excitement and confidence is evident everywhere. When Robert reminded a student one day not to run in the hallway, the response was, “I can’t! I have to run! I’m so excited to learn!”

As Dr. Jonathan Ross, president of the Pennsylvania Principals Association, noted upon Robert’s selection to the National Distinguished Principal program, “Mr. Palazzo stops at nothing to secure needed services for his students. As a result, the teachers, staff, and community at large feel a part of something greater than themselves that will undoubtedly shape the lives of a generation of children for the better.”

Ramaz School
Nominated by: RobotLAB Inc.

Ramaz is a modern Orthodox day school that has recently implemented an AI LAB by RobotLAB in their middle school.

RobotLAB worked directly with the Ramaz team to discuss the customization and implementation of their lab. This lab includes various STEM products, modular seating, and curriculum.

The AI LAB is designed to allow students to work in different stations such as: Humanoid Robotics, Industry 4.0, Smart transportation, and VR, among others. These new tools will guide students through multiple programming languages and hands-on experiences with advanced concepts, where robotics and coding become part of their daily learning.

Daniel Thompson, Science Teacher, Ron Clark Academy
Nominated by: Boxlight

Teaching at the Ron Clark Academy in Atlanta, Ga., Daniel Thompson’s incredible dedication to transformative science education for his students speaks volumes about his drive to enhance teaching and learning. With over 7 years of teaching experience, Thompson’s commitment closely aligns with RCA’s mission of delivering impactful learning experiences to a diverse student body.

Thompson’s teaching approach is visionary, placing a strong emphasis on hands-on engagement and fostering genuine understanding. He skillfully guides his students through captivating scientific exploration, encouraging curiosity and a passion for learning. Thompson’s innovative methodologies extend beyond traditional teaching, allowing his students to grasp complex concepts through tangible experiences.

For example, Thompson has leveraged the Labdisc All-in-One Science Lab from Boxlight to elevate the learning experience for his students. This innovative tool, with its unique capabilities, supports Thompson’s mission to make STEM education accessible and inspiring for his students. By incorporating Labdisc into his teaching methods, Thompson has amplified his students’ engagement and provided them with a glimpse into the possibilities of scientific careers.

Thompson’s impact reaches beyond the classroom, as he aspires to empower his students to see themselves as future scientists. This aligns perfectly with RCA’s commitment to fostering academic excellence and a positive learning environment. Thompson’s dedication to nurturing authentic curiosity and connection to the world of science resonates deeply with his diverse student body.

Daniel Thompson’s innovative teaching approach, combined with his dedication to making STEM education attainable and inspiring, highlights his role as an educator who shapes the aspirations of his students. Through his work at RCA, Thompson embodies the values of engagement, empowerment, and academic excellence, making him a true hero in the realm of K-12 education.

Dr. Richard Labbe, Superintendent of Schools, Sayreville School District
Nominated by: Age of Learning

Dr. Richard Labbe is the superintendent of schools in the Sayreville Public School District, with a remarkable career spanning 30 years. His exceptional contributions to the field of education and his successful integration of educational technology to accelerate learning for all students are a testament to his commitment to foster educational excellence.

Dr. Labbe’s impressive tenure includes 23 years in leadership roles, where he has consistently championed innovative approaches to improve student learning outcomes. In his 10th year as the superintendent in Sayreville and 13th year as a chief school administrator, Dr. Labbe’s passion for early childhood education and literacy development shines through. His advocacy for early literacy has been a driving force in shaping curriculum and programs that empower young learners.

Harnessing the power of Age of Learning’s adaptive and personalized programs such as My Math Academy and My Reading Academy, he has revolutionized the way students engage with curriculum. By leveraging edtech solutions, Dr. Labbe has accelerated learning, tailored instruction, and provided students with engaging programs that cater to individual learning styles.

Furthermore, Dr. Labbe’s advocacy for a response to intervention (RTI) or multi-tiered approach demonstrates his commitment to inclusivity and equity. He ensures that all students, regardless of their background or learning abilities, receive the necessary support to thrive academically. This dedication exemplifies his belief in the potential of every learner.

Dr. Richard Labbe demonstrates transformative leadership, advocacy for early childhood education, and innovative use of educational technology. His impact on the Sayreville Public School District and the broader educational community is immeasurable.

This is Part 1 of a two-part feature highlighting the eSN K-12 Hero Awards finalists. Part 2, spotlighting 11 more finalists, can be found here.

The eSchool News K-12 Hero Awards recognize the dedicated efforts of education professionals across K-12 departments, including IT, curriculum, instruction and administration. 

The program received an influx of inspiring nominations that highlight the innovation and selflessness of educators in schools and districts across the nation.

Listed here in alphabetical order by school/district name are 10 of the awards program finalists. Stay tuned, because the second group of finalists will be featured on eSchool News next week!

Read about the three 2023 winners here.

Jump to: Tamiko Hatcher, Michelle Kruse, Dr. Dana T. Bedden, Michelle Weinraub, Rod Ruth, Cumberland County Public Schools, Maria Molinares, Sean Bevier, Lori Romero, Bryan Phillips

Mr. Tamiko Hatcher, Director of Special Programs, Akron Public Schools
Nominated by: Edmentum

Mr. Tamiko Hatcher, a dedicated educator and the director of Special Programs at Akron Public Schools in Ohio, displays visionary leadership and steadfast commitment to implementing innovative education technologies to transform the educational experience for the students in his district.

Mr. Hatcher’s commitment to providing equitable opportunities for all students, including those with diverse needs, led him to offer services that cater to both traditional and online learning environments, recognizing that some students require different support structures for academic success. Under Mr. Hatcher’s guidance, Akron Public Schools partnered with Edmentum to integrate cutting-edge learning technologies, harnessing their full potential to enhance learning outcomes.

“Our entire partnership has really helped our district to continue to thrive. Our online school and EdOptions Academy, Edmentum Services, has really provided us with the flexibility to meet the needs of families as soon as they arrive. We’ve had families who just needed some layer of support or to continue to access their education, and the online environment provided immediate response to that,” shared Mr. Hatcher.

The online program offers a solution to families seeking alternative ways to have students educated, while maintaining the core belief that traditional schooling is valuable and not easily replaced. Mr. Hatcher ensures these platforms are precisely tailored to meet the unique requirements of Akron’s diverse student population so that students can access a quality education in a non-traditional way that meets the needs of their work and home responsibilities.

Being able to access their education online means many students can stay in school rather than drop out because they can balance school and life responsibilities in a new way that works. The implementation allowed Akron Public Schools to stabilize enrollment, provide choices for families, and accommodate students’ diverse needs. With EdOptions Academy, over 18,000 students are given the option to access their education through a virtual environment, allowing the district to continue to thrive in the face of unique challenges.

The implementation also helped address challenges with certifications and staffing for their early college high school and STEM high school–when they no longer had a university partner providing physical education credits, Edmentum filled that gap with highly qualified, state-certified teachers and award-winning curriculum. Through the strategic integration of these innovative technologies, Akron Public Schools has witnessed significant improvement in student engagement and academic growth.

By creating a supportive and inclusive atmosphere, Mr. Hatcher has empowered students from all walks of life to unlock their full potential. His visionary leadership, unwavering dedication, and commitment to advancing education through innovative technologies serve as an inspiration to educators nationwide. With his transformative efforts, Mr. Hatcher has propelled Akron Public Schools to the forefront of educational excellence, becoming a shining example of how innovative education technologies can truly make a difference in students’ lives.

Michelle Kruse, Content Lead for Libraries, Roosevelt Creative Corridor Business Academy, Cedar Rapids Community School District
Nominated by: Follett

Michelle Kruse is the teacher librarian at Roosevelt Creative Corridor Business Academy (RCCBA), a magnet middle school in the Cedar Rapids Community School District (CRCSD).

As the teacher librarian at RCCBA, Michelle also teaches elective courses in technology and information literacy skills to her students. In fall 2019, Michelle became the Content Lead for CRCSD’s 32 school libraries.

At that time, the average age of all library collections in the district exceeded 15 years in age, with some exceeding as many as 20 years in age. The collections also were lacking in materials that reflected the diversity of the students in the Cedar Rapids Schools.

Michelle made a compelling case that improving the age and diversity of the collections would have a positive impact on overall literacy rates in the district. Her advocacy resulted in $1.5 million in ESSER funds being allocated to school libraries to complete a three-year collection redevelopment project.

In addition to her role as Content Lead for Libraries, Michelle served as President of the Iowa School Association of School Librarians in 2022, and Past President in 2023. Currently, she is also serving a three-year term as a Director on the Executive Board of Iowa Library Association. She has spent numerous hours advocating for school libraries at the state level with many trips to the state capitol to meet with lawmakers.

Dr. Dana T. Bedden, Superintendent, Centennial School District
Nominated by: Lerner Publishing Group

Dr. Bedden’s dedication to promoting literacy in the Centennial School District has been truly inspiring. His approach, focused on equitable access to books and engaging the community, has left a remarkable mark.

One of his standout achievements was creating a committee consisting of teachers, parents, and students to handpick summer take-home books from Lerner Publishing Group. This collaborative effort sparked engaging discussions and valuable feedback. The board members eagerly embraced the opportunity to send these carefully chosen books home with students, highlighting Dr. Bedden’s talent for cultivating a shared passion for literacy.

Beyond book distribution, Dr. Bedden’s efforts have fostered a genuine love for reading and learning that will undoubtedly brighten Centennial’s future for years to come.

Dr. Bedden’s inclusive approach and dedication to equity have empowered students and families, leaving a lasting legacy of education and unity that fills us with optimism.

Michelle Weinraub, Student Health and Wellness Leader, Cherry Creek School District
Nominated by: Hazel Health

Hazel Health (Hazel) nominates Michelle Weinraub in honor of her passion for nurturing the health and well-being of children, encompassing their physical, mental, and emotional health. Ms. Weinraub displays exceptional dedication to advancing student health within the Cherry Creek School District.

Ms. Weinraub consistently demonstrates an unwavering commitment to the welfare of students, acknowledging that their overall health plays an integral role in their academic success and personal growth. Her work reflects an understanding of the relationship between physical and mental health and its direct impact on a student’s learning ability–for students to thrive, they need to feel well.

Ms. Weinraub has made a remarkable impact as the student health and wellness leader at Cherry Creek. She is responsible for establishing the district’s partnership with Hazel Health, a telehealth company that provides mental health services to students at no cost to families. The program with Hazel has significantly expanded students’ access to therapy, especially post-pandemic, as student demand for mental health support has soared.

When the district first partnered with Hazel, services were offered to middle and high school students through virtual, at-home appointments with licensed therapists. Ms. Weinraub had a vision to expand the program to serve all students in the district. Her commitment and advocacy drove the expansion of Hazel services to include both in-home and at-school mental health support, plus the addition of elementary schools to the program. This school year, more than 54,000 Cherry Creek students–the entire district–can access teletherapy with Hazel Health because of Michelle’s advocacy and ambitious vision.

Under Ms. Weinraub’s leadership, the health services department at Cherry Creek has achieved substantial growth. Because of her efforts, the student immunization rate is now at 94.41 percent, and she also established a resource pantry to address the issue of student hunger.

Ms. Weinraub actively engages with students, seeking their input and feedback through the superintendent’s Advisory Council of Students. She said, “We need to hear from the people we are serving, and last time I checked, they were students.” She values their perspectives, ensuring that the health department’s initiatives align with the needs and concerns of the student community.

Ms. Weinraub is an exceptional leader in student health and wellness. Her passionate commitment and innovative programming have made a substantial difference in the lives of Cherry Creek’s students.

Rod Ruth, Chief Student Services and Secondary Education Officer, Clover School District and former Principal, Clover High School
Nominated by: Edmentum

With a wealth of experience spanning over 22 years in the field of education, Mr. Rod Ruth, an outstanding educator and former principal of Clover High School in South Carolina, consistently demonstrates unwavering commitment to student achievement and has left a lasting impact on the students and the community of Clover.

Mr. Ruth’s leadership has been instrumental in positioning Clover High School as a standout institution. Despite being the fourth-largest high school in South Carolina, Clover High School maintains its unique charm nestled amidst the rolling farmland of York County. Mr. Ruth’s passion for his work and the close-knit community of Clover shine through, creating a truly exceptional learning environment.

Under his guidance, Clover High School has embraced personalized learning and innovative solutions to cater to the diverse needs of the students. By leveraging Edmentum programs, Mr. Ruth has provided flexible options that have transformed the educational experience. Students at Clover High School can access initial credit, credit recovery, and condensed credit programs, enabling them to receive tailored instruction and excel academically.

Mr. Ruth’s commitment to student success is evident in the impressive graduation rate of 96 percent–the highest in the school’s history. Through his collaborative approach and effective utilization of Edmentum’s resources, Mr. Ruth has empowered students to reach their full potential. His dedication to excellence and steady support have created a culture of achievement and growth at Clover High School.

“This building’s been here for over 50 years, and I’ll take [members of the community] on tours on Saturdays to see all the programs that we offer here. The most unbelievable CTE program with so many completers and so many programs within that. Again, our fine arts program where we have the top choral program perhaps in the nation. Our drum line just won the world championships in Dayton, Ohio. We have the largest ROTC unit. We have so many unbelievable things going on here, and we treasure that, and in treasuring that, we have to protect that by giving students flexible options to take courses, and Edmentum provides that,” explains Mr. Ruth.

Mr. Ruth’s impact extends beyond the school walls, as his visionary leadership and commitment to student-centered education have garnered attention from other school districts. With over 20 districts visiting Clover High School to witness the success firsthand, Rod’s influence and partnership with Edmentum have become models for educational excellence across the country.

Principal Rod Ruth was named South Carolina’s 2023 Secondary Principal of the Year. Going into the 2023-24 school year, Mr. Ruth will expand his leadership and dedication to student achievement in a new role as Chief Student Services and Secondary Education Officer with Clover School District, where he will aid in the planning a second high school and a third middle school. Mr. Ruth’s consistent dedication, innovation, and commitment continue to prove him an exemplary leader in K-12 education.

Cumberland County Public Schools
Nominated by: EPS Operations, LLC/School Specialty

For Cumberland County Public Schools, the fifth-largest district in North Carolina with a diverse population that includes over 25 percent military families, the strategic use of Structured Literacy made all the difference for both students and teachers in addressing disrupted learning due to the pandemic.

“These last two years have been rough,” said Catherine LeCleir-Salas, Instructional Specialist for K–5 exceptional students. She credits the use of EPS School Specialty’s S.P.I.R.E. reading intervention program for their success in maintaining a stable, high-quality reading program in spite of profound disruptions. “The teacher-led lessons include all critical areas of reading, multisensory learning, and mastery of concepts presented in a logical sequence based on language development.”

LeCleir-Salas also gave high marks to S.P.I.R.E.’s flexible professional learning program. “We have used both in-person and virtual professional development for S.P.I.R.E. and found the trainers to be very knowledgeable and supportive,” she said. Cumberland County had 85 to 90 percent teacher participation in using S.P.I.R.E. reading intervention program. “Teachers kept their own data for student progress,” said LeCleir-Salas, “and at the district level we monitored the implementation and performed random fidelity checks on program usage.”

Ninety-seven percent of the teachers recommended the district purchase S.P.I.R.E. for their Tier 3 reading program in large part because they liked how the Orton-Gillingham methodology is applied and that the teacher guides were easy to follow. The curriculum enabled the district to meet state legislative requirements to train teachers in the Science of Reading and successfully incorporate a Structured Literacy approach to student instruction.

Maria Molinares, Principal of Pre-K Partnerships, Dallas Independent School District
Nominated by: Age of Learning

Maria Molinares, principal of pre-K partnerships for the Dallas Independent School District, has had a career spanning over two decades as an accomplished teacher and administrator. Maria’s unwavering dedication to advancing instruction for kindergarten readiness stands as inspiration for her district and school community.

Her profound commitment to enhancing early childhood education is exemplified through her implementation of Age of Learning’s research-backed solution, My Math Academy. Leveraging these adaptive, personalized programs, Maria has created an environment where students thrive. Through these programs, children embark on personalized learning journeys that cater to their unique needs and learning paces, ensuring a solid foundation in math and reading skills.

Maria employs innovative uses of technology to deliver classroom, school, and district success. Her initiatives reflect the best in K-12 education, showcasing how technology can be harnessed to foster student engagement and achievement. By integrating these cutting-edge programs into her curriculum, Mrs. Molinares has not only accelerated educational outcomes but also ignited a passion for learning among both students and educators.

Maria demonstrates visionary leadership, relentless dedication, and groundbreaking approach to education. Through her commitment to language-rich instruction and innovative technology, Maria is shaping the future of education, one student at a time.

Sean Bevier, Educational Specialist, Elkhart County Juvenile Detention Center
Nominated by: Follett

Before embarking on his current job, Sean Bevier taught full time in the classroom for a decade, then went on to serve as assistant principal, principal, and head of school.

But his yearning to help those who are underserved and under-resourced resulted in a new position as Juvenile Probation Officer at the Elkhart County Juvenile Detention Center in Indiana, only to be promoted to Educational Specialist five months later.

Upon arrival at the Center, he single-handedly created a school library, and he now oversees the academic needs of two classrooms and has witnessed first-hand the magic of literacy.

“When we can match their ability and interests to books, it becomes a steppingstone toward academic success,” Sean says. “Many of our students say our Center is where they read their first-ever book!”

He said it’s understandable many students who end up at the Center have stories of hurt and trauma, which ultimately led to their poor choices. He recalls one student angry at his father when he arrived but noticed the relationship mending through their phone conversations. The topic of reading came up between the two and the student shared that he read a book, to which the father expressed his joy.

“That ignited this young man,” Sean says. “Although it was difficult for him to read, he checked out another book, then another. At one point, he was looking for his next book and he told me, ‘My dad said he read Gary Paulsen’s Hatchet when he was in school and liked it. Do we have that?’ Thanks to Follett Destiny Library Manager, we found it quickly and he checked it out with a smile on his face!”

Destiny Library Manager is doing its part to assist the Elkhart team to make it easier for the youths to find books they want to read.

“Before Destiny, we had no way to track books,” Sean recalls. “There were books available for the students to read, but they were on shelves somewhere or in boxes. They weren’t catalogued, so there was no way to help the students find what they were interested in.”

The inventory now is at 2,000 and growing, and they’re seeking student recommendations for more.

“As part of our research on juvenile literature, we understand the importance of asking the students and letting their voice be heard,” Sean says. “It is a joy to observe their gratitude when they see the book they recommended added to our shelf.”

Lori Romero, Assistant Superintendent, Elementary Education, Harlingen Consolidated Independent School District
Nominated by: Age of Learning

Lori Romero is the assistant superintendent for Elementary Education for Harlingen Consolidated Independent School District (HCISD), a few miles from the U.S./Mexico border. The district serves an economically disadvantaged community with about 80 percent of the students eligible to participate in the free and reduced-price meal program. In fall 2020, 61 percent of children in prekindergarten were classified as academically “at risk” and she has witnessed the impact a lack of readiness for kindergarten and beyond has on students.

Recognizing the challenge and looking for a solution, Mrs. Romero and her colleagues launched a free universal full-day pre-K program for 4-year-old children in the fall of 2019. Through this no-cost program, HCISD began to instill a strong foundation in literacy and math in its youngest learners. Shortly after the program began, COVID-19 forced the district to rethink how it could academically support pre-K students. While remote learning was difficult for all, the youngest learners faced particularly acute challenges when in-school learning was no longer possible. The priority was to ensure that district closures would not negatively impact pre-K students’ academic growth and development.

Mrs. Romero led the effort to bring edtech solutions that accelerate learning into the district’s pre-K classrooms. The district then began using Age of Learning’s adaptive, mastery-based math program, My Math Academy, to strengthen young learners’ foundational math knowledge. The pre-K students using My Math Academy during the 2020-2021 school year nearly tripled their skill levels, while kindergarteners participating in the program increased their skill levels by 50 percent. HCISD even had children entering kindergarten the following year learning math at a second-grade level!

Based on the overwhelmingly positive results, HCISD expanded the use of My Math Academy and began a pilot of My Reading Academy, an adaptive, standards-aligned reading solution. More than 850 children enrolled in HCISD’s universal pre-K program, and HCISD students are now performing better on math and reading compared to cohorts in previous years, and their math results are above the national average.

In her pursuit of educational excellence, Mrs. Romero’s visionary leadership and commitment to innovative solutions have transformed the trajectory of young learners at HCISD, fostering academic growth and creating a brighter future for all students.

Bryan Phillips, CIO, Hoover City Schools
Nominated by: Lightspeed Systems

In his role as CIO of Hoover City Schools in Hoover, Alabama, Bryan Phillips is highly engaged and committed, proactively seeking opportunities to contribute to important discussions and decision-making processes within the district. His leadership, participation, and active involvement demonstrate a dedication to staying informed about important issues and working collaboratively to improve student learning. 

Bryan’s involvement in nationwide leadership events empowers him to apply the knowledge gained from those events to district-wide think tanks and professional development for teachers, facilitating a positive impact on student learning. In introducing design thinking and encouraging teachers to collaborate on solutions to complex issues, Bryan has fostered a culture of innovation and collaboration throughout the district. This approach has allowed teachers to have a voice in creating solutions that are tailored to their unique needs and experiences, which ultimately leads to improved student outcomes.

Bryan’s engagement, leadership, and innovative problem-solving strategies have had a positive impact on the district as a whole. However, he has produced a significant impact on teaching and student learning with the following initiatives:

Making available the necessary digital learning tools and resources for remote learning, ensuring teachers were able to effectively deliver instruction and students were able to continue their education without interruption.

Sourcing tech coaches to support teachers and families, increasing the capacity for teachers to effectively integrate technology into their instruction, and resulting in improved student learning outcomes.

Collaborating with industry partners like Google to deliver valuable support and resources to address technical issues and improve the overall technology infrastructure and educational technology tools available to both students and teachers.

Providing internet access outside of buildings and in various locations throughout the community to extend learning opportunities to students who may not have had access otherwise, further supporting academic success and overall equity in education.

Finally, Bryan continues to plan and budget all technology purchases for the district, establishing and maintaining an adaptive technology infrastructure strategy that is highly secure and a safe environment for all in the Hoover City Schools district. Bryan regularly develops, evaluates, and maintains policies and procedures related to technology use, ensuring it is used effectively and responsibly. This includes strategies for managing technology rights and responsibilities, which help minimize the risk of cyberbullying, inappropriate content, data breaches, and other issues.

Overall, Bryan’s leadership activities create a culture of innovation and continuous improvement in the district and ensure technology resources are used effectively and responsibly to support teaching and learning.

Key points:

• Flexibility can help teachers adapt to unforeseen circumstances
• Keep in mind that there are always opportunities in the classroom
• See related article: 5 strategies to ignite student engagement
• For more news on teaching trends, see eSN’s Innovative Teaching page

“In improv there are no mistakes, only beautiful happy accidents. And many of the world’s greatest discoveries have been by accident.” – Tina Fey, Bossypants

The art of improv comedy is to create a scene from nothing but a suggestion. An actor can never say or do anything that will be wrong. There are no bounds to how a scene can develop. People often feel pressured to force something funny, but good improv only requires a genuine reaction.

The art of teaching is similar to the art of improv. Students can say something that might not align with the goal, but teachers have a choice of how to respond. It is easy to be resistant if students seem to deviate from the intended learning goal. That’s why I want to offer suggestions on how improv can help teachers be more flexible in accepting their reality.

Say “yes”

“Yes” is a mindset of openness to the moment’s offering. Only when we are in a state of perpetual “yes” are we truly open to another person. However, “yes” indicates acceptance, not necessarily agreement. In improv, a scene might start like this:

Wife: You never take me out on dates anymore.

Husband: I just took you to Chuck E. Cheese!

You can see in this example that the husband’s character accepts the establishment of a relationship gone stale by disagreeing with the wife’s claim.

In her LinkedIn Learning course, Harnessing Change to Unleash Your Potential, Anastasia Montejano shares a continuum of acceptance: deny, resist, explore, accept.

Consider where you might be on this continuum as a classroom teacher. You can apply a “Yes” mindset to accept the hand that’s been dealt. “Yes” might mean:

• I’ve got 18 out of 25 students who are below grade level.
• I work with a first-year co-teacher.
• I work with a 21^st year co-teacher.

When you can accept your reality with curiosity, everything becomes an opportunity.

Yes, and…

Once I’ve accepted what my scene partner has established, I can build on it. There’s a saying in improv: “Bring a brick, not a cathedral.” I can’t play out an entire scene I’ve created in my head (cathedral) because my partner can’t read my mind. They can only react to what I say or do (brick). And–together–we get to build a unique cathedral. I have to actively listen to what my partner says before I respond instead of jumping in just to be funny.

Consider what improv in the classroom might look like. Do you find yourself waiting for students to be done sharing, or are you actively listening to what they are saying? The challenge for teachers is that we often know the cathedral (scope & sequence) that is being built. So how can we lay bricks alongside students and build a cathedral together?

One practical suggestion is to facilitate listening-centric experiences with students. I encourage you to use NWEA’s Formative Conversation Starters in your classroom.

Make statements

Improvisers can establish the location, characters, and relationship within the first three lines of dialogue. Actors do this by giving a gift, which is setting something up in the scene for other actors to react to.

Gifts are often through clear statements rather than questions. For example, instead of a character saying, “Where are we going?” they might say, “Ugh, I hate going to the mall this late.” The first scenario is wasted dialogue because it remains ambiguous. The second scenario establishes the characters are going to the mall at a late hour.

Additionally, providing specific details is often funnier than supplying generic information. For example, instead of saying, “Wow, I can’t believe you bought my dream car,” a character might say, “Wow, I’ve always wanted a Hyundai Sonata.” Something about the specificity of the car makes this scene funnier. No one’s dream car is a Hyundai Sonata (I think?). The character has offered their scene partner a gift with this detail.

In the classroom, teachers can provide gifts for students with clear expectations through learning statements and success criteria. Learning statements share the expectation of cognitive understanding. Success criteria share the expectation of actions to show their cognitive understanding.

Additionally, this requires teachers to be intentional with their assessments. Is it formative or summative? How will it inform them of what students know and don’t know? What will teachers do with the information from these assessments?

Less ambiguity decreases anxiety for learning. For teachers, getting transparent means getting honest about our own goals, and it helps us locate exactly where our students can join us in collaboration. If we can show our learners the game plan, they might be more inclined to take ownership of their academic growth.

There are no mistakes

In improv, there are no mistakes, only opportunities. This means that I must let go of what makes sense. A scene might play out that I’m a talking pencil trying to escape from a pencil case with my best friend, the highlighter. If I can surrender the rules of life, then I can play more freely and creatively.

After a performance, I evaluate my soft skills and not the content. In other words, I don’t reflect on what I should have said or done; rather, I focus on how well I supported my scene partner and embodied my presence. Maybe there’s a character I want to try out, or maybe I need to work on eye contact. These are the skills that will help me become a better improviser.

Similarly, as a teacher, I aim to listen to my students and understand their point of view. I help them explore ideas in different ways. I can create a culture where we “Embrace mistake making in math.”

Don’t force the funny; the funnies will come

A judgment-free zone makes improv fun and safe. We get to create a world together with a “yes” mindset.

Learning should be fun. Teachers, consider how to apply these improv principles in your classrooms to create safety. It might not go as planned, but student learning will eventually come. To paraphrase Tina Fey, you and your students can discover beautiful happy accidents together along the way.

The 2023 eSchool News K-12 Hero Awards honors educators for their exemplary use of innovative edtech to support student learning. Profiled and interviewed here is winner Dr. Jesus Jara, superintendent of Clark County School District nominated by Edmentum.

Dr. Jesus Jara is a passionate educator who serves as Superintendent of Clark County School District (CCSD), the 5th largest school district in the nation educating more than 300,000 students – 64 percent of the student population in Nevada.

Since assuming the role of superintendent in 2018, Dr. Jara has been on a mission to move the district from pockets of excellence to an excellent school system, where every student can thrive. It was clear to Dr. Jara that, post-pandemic, his students were struggling.

“Our school district serves a diverse population of students, both geographically as well as from a demographic standpoint. As a result, our students were impacted by the pandemic in a variety of ways that affected their engagement and academic progress,” explained Dr. Jara.

Dr. Jara collaborated with Edmentum to introduce a program focused on accelerating learning in core subject areas, specifically to improve math and reading scores. Elementary and high school students from across the district were part of the initial program.

“In an effort to get our students back on pace, we tested Exact Path to provide remediation as a supplement to our existing curriculum. The results among those students who used these learning pathways clearly indicate the positive impact,” said Dr. Jara.

During the 2022-2023 school year, CCSD implemented a research study on Exact Path, with more than 20,000 students spanning kindergarten through grade 10, to assess and improve math and reading scores. Early results in math demonstrated that those students who used Exact Path content and curriculum exhibited higher rates of growth on their NWEA MAP math results, exceeding MAP growth norms, as compared to their peers who did not use Exact Path.

Students who used Exact Path showed a statistically significant impact on math achievement across all grade levels studied. In kindergarten through grade 2, students that completed at least eight skills exceeded math growth norms by three points, a 30 percent improvement over expected growth on NWEA MAP assessments. In grades 3-5, students completing at least 16 skills had the biggest improvement overall, growing 8.7 NWEA MAP points on average. Finally, across ninth and tenth graders, those who completed at least 16 skills increased 5.4 NWEA MAP points on average.

Dr. Jara understands how to support educators in addressing diverse and individual student needs, and provides students the supplemental learning opportunities to get back to grade level. His dedication to professional learning and development for educators has been instrumental in strengthening the district’s teaching workforce. By investing in the right tools and aligning curriculum, assessment, and professional learning, he has created a robust framework for student growth and achievement.

Dr. Jara is dedicated to ensuring that every child, regardless of their background, has the opportunity to receive a high-quality education. Driven by his own experiences growing up in Miami-Dade, he passionately believes in the power of public education to change lives, just as it did for him.

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

For me, the smiles in back-to-school photos felt extra forced this year.

How can I hold in one hand dystopian headlines about schools — closures for excessive heat, dilapidated buildings with dangerous indoor air quality, shortages of school-based mental health professionals, a worsening mental health emergency — and, in the other, the promise and excitement of a new year of learning?

I offer one common sense proposal to help. I “discovered” it as a teacher in 2011. Many educators deployed it in fall 2020. But it’s hardly new. It was apparent even in the early 20th century.

Teach students outdoors.

I credit my old high school Spanish classroom for my discovery. It was located in a repurposed strip mall in Durango, Colorado, and its storefront window wall had exactly zero windows that opened. I wasn’t supposed to prop the doors due to security risks. The air conditioner didn’t work. August and September temperatures in my classroom hovered in the upper 90s and low 100s. It was unbearable.

We improvised. We spilled out to the parking lot, playing conjugation musical chairs standing on notebook-spots instead of sitting in chairs. We chanted and danced “Pie-pie-pie” (a Spanish-language twist on “head, shoulders, knees, and toes”) in a giant circle. Our paved heat island was better than indoors but still too hot. So we headed to a park a few minutes walk from our sauna. 

We held class chasing shade. I got a small whiteboard and filled a cardboard box with dry-erase markers and extra writing utensils. I even started adapting my lessons to the park with fewer papers that could fly around and no screens. This gave way to more movement, flexible group work, and games. My students were super engaged in learning. Outdoors a chattering squirrel allowed for a “brain break” and a new Spanish vocabulary word, “ardilla.” Nature’s distractions almost felt like they helped my students focus. I’ve since discovered research validating that feeling.    

Late fall arrived with cooler temperatures. Even though our outdoor classroom was working, and I had over a decade of experience as an outdoor educator, I led us back inside. My students didn’t question it. On autopilot, we marched indoors to be surrounded by classroom creature comforts: whiteboards, dry-erase markers, a sometimes-functional Smartboard, speakers to blast Aventura and Enrique, books, paper, desks, chairs. 

Looking back, it feels like malpractice to have led my students back indoors.I faced fewer barriers teaching outdoors than most teachers do, thanks to two decades of experience leading wilderness expeditions and teaching high school students everything from English to natural history to environmental ethics in outdoor classrooms in the Bolivian Andes, the Canadian Arctic, Utah’s canyons, and Colorado’s mountains. 

In Durango, a mountain town with a hearty outdoor recreation culture, most parents were happy for us to be outside. My curriculum at a project-based learning charter school was mine to invent. My students and I were insulated from many standardized tests and accountability pressures. We had a great park nearby.

COVID was our national window-walled classroom moment. In fall 2020, many districts, schools, and individual educators across the country took to learning outdoors out of necessity. Green Schoolyards America led a beautiful collective effort to document outdoor learning practices in a National Outdoor Learning Library.

In the fall of 2020, in a different rural Colorado school, we improvised an outdoor school to make in-person learning possible. Students spent full days outdoors alternating with days indoors with their classroom teachers. In November 2022, after that school received a Bright Spot award from Governor Polis for academic growththrough the pandemic, I received an email from the principal. Her take? Outdoor school was a causal part of their success. 

The evidence for learning in nature is compelling, robust, and growing. Reduced stress. Improved attention and cognitive function. More physical fitness. Fewer behavioral challenges. Higher engagement. Enhanced cooperation. Better relationships among students and between teachers and students. It even has promising potential as an equity lever.

But I fear the autopilot response that drove my students and me indoors is happening across our country post-pandemic. As we’ve returned to “normal,” we’ve forgotten the immediate benefits of learning outdoors.

I know the magical combination of favorable conditions I faced is far from the reality for most teachers. I also know widespread adoption of learning outdoors in nearby nature is simple and could happen almost overnight in schools with access to green spaces. In those schools, let’s build educator capacity to teach students outdoors. Let’s purchase the requisite resources to support outdoor classrooms. If we can provide 1:1 tablets, surely we can do 1:1 clipboards plus a class wagon, or “go-bin,” with writing utensils, foam sit spots, and a portable whiteboard.

Next, let’s retool or develop from scratch school systems to integrate and support teaching and learning outdoors. While we’re at it, let’s mobilize parents and community members as extra hands who can carry materials, help students cross busy roads, and share what they know about local flora and fauna. Just like that, outdoor learning can generate positive sentiment about what’s happening in (and outside of) school.

For some schools, the solutions are less immediate. Excessive heat. Poor outdoor air quality. Gun violence. Concrete as far as the eye can see. These are real issues that must be addressed. For these schools, let’s do two things. First, let’s immediately infuse the indoor environment with nature to create verdant learning spaces filled with plants (real or fake!), nature imagery, nature soundscapes, and nature objects, like pinecones, seeds, and shells.

In parallel, let’s do the longer work to ensure these schools have safe, nearby nature spaces.

Because back to school should mean back outside for all.  

Chalkbeat is a nonprofit news organization covering public education.

Related: Outdoor learning helps our district’s students see sustainability in action

Key points:

• Teachers agree that learning through play is a more effective way for students to learn compared to more traditional approaches
• Students say their favorite times in the classroom are when they get to do hands-on activities and believe that play helps them learn
• See related article: How to integrate a computer science curriculum into K-5 classrooms
• For more news on teaching trends and curriculum, visit eSN’s Innovative Teaching page

A new survey of K-8 teachers and students from LEGO Education found that nearly all (98 percent) of students say purposeful play helps them learn and the majority (96 percent) of teachers believe it’s more effective than traditional methods like lectures or textbooks. On top of that, almost 80 percent of students want more playful learning experiences in the classroom.

Despite these benefits, 40 percent of teachers are incorporating play only once a week or less, and nearly half (47 percent) think they spend too much time on it.

“Many teachers feel they can’t easily incorporate play into the classroom, so LEGO Education created the Permission to Play kit as that first step. Once you see students engaged and learning through play, it clicks and the question goes from how to how do we add more?” said Dr. Jenny Nash, Head of Education Impact, U.S. for LEGO Education.

Key findings include:

• Teachers are craving permission to play and the support they need to implement more play-based learning: Right now, 40 percent of teachers incorporate play once a week or less and in fact, 47 percent of teachers think they spend too much time on play. However, nearly half of teachers say they would be more likely to incorporate play in their classroom if they had support from school administration (46 percent) and parents (45 percent). 
• Teachers and students both benefit from purposeful play in the classroom: 97 percent of teachers say that learning through play reduces their feelings of burnout. At the same time, 98 percent of students stated that playing in the classroom helps them learn, with 89 percent saying it makes them more excited to go to school.  
• Teachers see and students feel the difference when they get to learn in fun ways: 81 percent of teachers find their students are much more or somewhat more engaged during play versus during standard lessons. At the same time, students say play makes them want to learn more (43 percent), helps them remember what they learn (42 percent), and helps them pay attention (40 percent). 
• Teachers and students want more play but need support: Nearly half of teachers say they would be more likely to incorporate play in their classrooms if they had support from school administrators (46 percent) and parents (45 percent).At the same time, 45 percent of teachers say ready-to-use or downloadable lesson plans would persuade them to incorporate more play. 

“For nearly three decades, I used purposeful play in my classroom and have seen firsthand the impact it has on both students and teachers,” said Alicia Miller, a retired elementary school teacher from Evans, GA. “There are a lot of trends and products that have their place, but the biggest game-changer for education is hands-on, playful learning. I encourage every teacher, principal, and parent to try a play-based learning activity with their students and see what joyful and meaningful learning should look like. Our students and teachers deserve to love learning again.”

Teachers, administrators, or parents can get Permission to Play by visiting Rebuild The World, where they can:

• Take the Pledge: Commit to adding purposeful play to your own classroom or encourage teachers you know to add more play.
• Download free activities: Bring purposeful play into your classroom with activities for you and your students to join in on the fun (can be used with or without LEGO Education products).
• Track your play: Get your student(s) involved to see how much progress you’re making with a Color-By-Number template and “Learning in Progress” poster.

This press release originally appeared online.