Erasing bullying

October is National Bullying Prevention Month. Jim Dillon, an educator for over 35 years including 20 as a school administrator and the current director of the Center for Leadership and Bullying Prevention, helps us jump start the conversation with a call to reexamine the story we tell about bullying.

“Our tendency to see and explain the world in common narratives is so deeply engrained that we often don’t notice it — even when we have written the words ourselves.” Dan Pink

I once sat between two teachers and heard them comment on a student that they both taught. The first teacher said, “How can I be expected to get him to pass the course when he is absent once or twice a week every week?” The second teacher replied, “Knowing what he has to overcome in his life outside of school, it is amazing that he comes to school three to four times a week.” Both teachers cared about this student. (read more…)

This post is sponsored by Curriculum Associates.

The importance of engaging students in meaningful mathematical discussion has long been identified as an essential component of students’ mathematics learning. With the new requirement by the Common Core Standards for Mathematical practice, it has become even more crucial that students reflect on their own understanding while making sense of and critiquing the ideas of others in a collaborative and supportive learning environment. When students share and exchange their ideas, both they and their teachers benefit. Here, Gladis Kersaint, professor of mathematics education at the University of South Florida, addresses questions about how educators can create successful classroom environments where every student participates in rigorous discussions.

What is mathematical discourse and why is it important?

Mathematical discourse is spoken and written communication about mathematics in the classroom, specifically around the ways in which teachers and students strategically work together to represent, think and talk about math. (read more…)


Are corporations and associations doing enough to help build an inclusive workforce? Join us October 23 to hear a panel of STEM experts discuss ways companies and professional organizations can step up their efforts to address this issue. Come ready to share your ideas with our panel and your peers. We’ll ensure attendees leave with actionable best practices for preparing students for the 21st century workforce.


Businesses and trade associations can help foster a more diverse workforce in science, technology, engineering and math (STEM) fields through outreach programs with schools, according to a recent month-long STEM survey from SmartBrief on EdTech. Sixty-seven percent of readers polled said they would like to see more career events, mentoring, internships and job training programs on STEM opportunities open for females, minorities and students with disabilities

SmartBrief on EdTech’s STEM survey, which presented a different poll question to readers each Wednesday in September, found that 34% of respondents reported that STEM skills are a primary focus for their school or district. (read more…)

Looking for the best ways to use technology to enhance learning? Ask a teacher. The best ideas for integrating technology in the classroom often come from teachers. In their quest to use technology to create amazing learning experiences, these innovative educators take risks, embrace challenges and push themselves to learn new skills.

But these innovators often operate in pockets, while the majority of teachers stick with the status quo out of a perceived lack of expertise and a fear of failure. How can we nudge the tech-wary educators out of their comfort zones?

Help your teachers develop a “growth mindset” about technology. According to Stanford University psychology professor Carol Dweck, a growth mindset is the belief that talent and ability are not fixed; rather, both can be grown through effort. If we want to see innovation take root in the larger system, we must enable more teachers to adopt a growth-oriented mindset about technology. (read more…)

As students, faculty and administrators settle into a new school year, it is likely becoming quickly apparent which policies and systems are working well and which are in need of improvement. SmartBrief recently polled readers of SmartBrief for the Higher Ed Leader to gain insight on the current state of learning management systems in higher education.

Just a small percentage – 6.25% — of respondents reported being very satisfied with the current LMS in place at their college or university. However, some 43.75% reported being satisfied, while the remaining 50% said they are dissatisfied.

Looking forward, nearly one-third of respondents – 26.09% — said their college or university was in the process of transitioning to a new LMS, while another 30.43% are anticipating a change within the next four years.

Here is a breakdown of the poll results:

How satisfied are you with your current learning management system?

  • Very satisfied: 6.25%
  • Satisfied: 43.75%
  • Dissatisfied: 50%

When do you anticipate your school/district will replace its current learning management system? (read more…)