This post is sponsored by Curriculum Associates

A key objective of the Common Core State Standards is for students to cultivate close reading skills—the ability to read literature and complex texts and interpret their meaning. Ray Reutzel, education professor at Utah State University, outlines the key principles of close reading and offers ideas to help teachers and administrators guide students to success.

What is close reading? What are the key principles and essential steps?

Close reading is making a comeback with national adoption of the Common Core and other college and career readiness standards in English Language Arts. Educators have been doing this type of reading with students for decades under other names. Close reading is deep, effortful and sustained reading versus casual, surface, or quick reading of text. It requires students to peel back multiple layers of meaning embedded in text to derive an interpretation of text meaning that is not explicitly stated. (read more…)

tablet on white background. Isolated 3D imageAs information and communication technologies become necessary tools for teaching and learning, schools are looking for solutions that create consistent teaching and learning experiences for students and educators. At the Evergreen School Division, opening communication among teachers, administrators, students and parents was key in developing a strategy to create a connected education environment.

With the plethora of software solutions available for schools, a considerable amount of time and research is spent on choosing the right technology to implement at schools. As school administrators work to increase communication and engagement in their education environments, they may consider these strategies:

Research and development

Teachers are focused on their classrooms and optimizing the learning experience for their students. Therefore, they often do not have the time to find the right tools that will help them manage their classrooms. A research and development approach to determine what works well for teachers, administrators, students and parents can be a good way to begin a conversation about what the school actually needs from its technology or software. (read more…)

social networkWith the evolution of social media, professors and students are now able to forge a lifetime of mentorship and friendship if they do it right.

After all, having the ability to mentor students is one of the great honors of being a professor. And now with the emergence of social media, that bond does not have to end when the course is over.

Sure, students could always email or visit a professor after they graduate. I did with many of mine. But as time ticks by, it’s easy to lose that meaningful connection with someone who helped shape your life in so many ways.

Teaching a social media class, I naturally connect with many of my students on Linkedin, Twitter, and Google Plus. However, it’s not enough to just “connect” with former students on these platforms. That’s really no different than having their names sit dormant in your address book. (read more…)

eventsLeading disruptive innovation — the theme of this year’s annual ASCD conference – is a provocative topic. And while the end result — innovation — has an intriguing vibe, the road to get there is paved, in part, with more-conservative ideas such as discipline, safety and partnership.

So much innovation was on display during the conference — from using Twitter as a leadership tool to crowdsourcing for ideas — that it might have been easy to miss all the work leaders put in along the way to make change happen in their schools and communities.

But distinguished feature speaker Andy Hargreaves of Boston College reminded us that disruptive innovations such as “uplifting leadership” are not based on a set of standards, but a narrative or journey. And the journey may include failures, which speaker and author Sarah Lewis said are gifts in the pursuit of creative innovation.

Many presenters addressed the serious work of leading disruptive innovation and so we focus here on a few lessons for the 21st-century educational leader. (read more…)

Bring-your-own-device (BYOD) was certainly not a term or a concept that K-12 was willing to embrace. Think about it. BYOD suggests allowing students to use their devices in an environment where cell phones have been banned since their inception. However, as legislation has forced districts to use digital curriculum and computer-based testing, the ability for districts to provide sufficient devices to meet these unfunded requirements has become untenable. The idea of leveraging the devices students already own became very attractive.

A smart BYOD deployment begins with policy. In Miami-Dade, we created a BYOD policy for all students and employees. The simple policy included two requirements: 1) students had to connect to the Miami-Dade filtered network and 2) teachers needed to approve the use of the devices in their classes. Enforcing the first was treated as part of our progressive discipline policy. We wanted to allow students to use their own devices while practicing good digital citizenship. (read more…)