Being called “educated” is an interesting label, isn’t it? It’s so absolute, with nary a whiff of nuance. Dive into the definition and you find the word struggles to go
This post was written during the height of the pandemic. The lessons still apply today. In Learner-Centered Leadership I wrote: “Even more bewildering is the way that we allocate time to these
Let’s get right to the point: Everything you do in your school tells a story. Every curricular decision, every hire, every budget line item, every communication, every policy — every
This article is the third in a series of educator commentaries on the independent school accreditation process. The first article was Sanje Ratnavale’s “Will Accreditation Survive COVID-19 and Racism?” The
New rule: Whenever we talk about learning, we should distinguish between learning in the real world and learning IN SCHOOL. For example, the work of John Hattie is cited daily
When you think about a “successful” student or a “successful” school, what’s the first thing that comes to mind? Might it be high test scores? Acceptances to prestigious universities? A
This article is republished from a blog post in Learner-Centered Leadership by Devin Vodicka, March 21, 2021. During the course of my educational career, there have been many well-intended reforms
As a former English teacher, I love words, especially those interesting sounding ones that live in the shadows of our everyday usage. “Liminal” is one of those words that I’ve
A lot of folks want to talk about “the future of education” these days. With all that’s been surfaced because of the pandemic and social unrest and the other crises
Many current accreditation protocols have come under fire — for a number of legitimate reasons: the process is expensive ‘self-evaluations’ are labor-intensive, occur in largely disconnected silos (e.g., curriculum; leadership/governance;