Educators instruct students in ways of thinking every day--from critical thinking to logical reasoning to abstract and conceptual thought. But thinking can get overwhelming, and it's easy for students' minds to wander. Juan-Diego Estrada explains how educators can incorporate mindfulness practices into the school day to help students focus,…

Students need "critical data literacy" skills to help make sense of the multitude of information available to them, especially as it relates to high-stakes issues of social justice. The authors describe two curriculum modules they developed--one on income equality, one on immigration--that help students learn to analyze data in order to…

When teachers lead professional learning for their peers, it raises a challenge--presenter vulnerability. Porosoff discusses the many reasons teachers may feel vulnerable as they present PD to peers and ways school leaders can help them manage that vulnerability.

Diversity, equity, and inclusion training often falls into one of three categories: Equity PD that works, equity PD that doesn't work, and equity PD that looks like it works but doesn't. The third category is the most dangerous, says Nicole Tucker-Smith. How can we make sure our professional learning isn't falling into that trap?

Many instructional coaching and teacher training sessions center around myths that can actually hinder teacher and student growth. Authors Rashaida Melvin and Lauren Vargas discuss four of these myths and offer new practices to increase teacher efficacy and equity in the classroom.

The before and after of a professional learning event is as important as the event itself, says Fred Ende, author of "Professional Development That Sticks" (ASCD Arias, 2016). Here, he introduces the TAR Method (Think, Act, Review) to help give these phases their due.

Leaders have three classic responses to discord. Authors Robert Feirsen and Seth Weitzman call them the 3 "A's"--avoidance, attack, and addressing. They make the case that the third one--addressing conflict--is the healthiest way for leaders to solve problems and promote a positive school culture.

Coach and ASCD author Cathy Toll knows that principals can face resistance and competing priorities when trying to make changes in schools. "Whole-staff coaching" is one tool to get all educators on the same page by putting teachers in control of planning, implementing, and evaluating change--and principals in charge of facilitating it.

Douglas Reeves, school leadership expert and founder of the Equity and Excellence Institute, describes how we can use lessons from the pandemic to reshape teacher learning.

How can we guarantee the time and effort we invest in professional learning will lead to meaningful and enduring improvements? Thomas R. Guskey, professor emeritus at the University of Kentucky, shares six steps to evidence-based professional learning that makes a difference.

Author and education nonprofit leader Lynne Munson recounts how she helped steer an ambitious curriculum development initiative that worked directly in concert with teachers. More than a decade later, district leaders have learned much more about how coherent, classroom-tested, and teacher-supported curricula can transform student learning. With…

A team of former middle school teachers have been hosting weeklong professional development workshops with students as the stars. The results have made great--and lasting--change in schools.

"A common and fair critique of online professional learning is that a lot of it is not very engaging," says professional development leader and expert Mike Flynn, who gives readers tips on how to wow their audiences with amazing online PD sessions.

Colorblind ideology--grounded in the belief that race is not a determinant factor for economic or academic outcomes in the U.S.--can thwart teachers' learning in PD focused on equity and anti-racist education. Colorblind ideology deflects conversation from race and suppresses a group's ability to address racial issues. Mayfield spells out how to…

Team members and researchers from New York University's BrainWaves program discuss how they train high school teachers on how to incorporate classroom-based neuroscience research into their curriculum.