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ELA teachers asked students to connect their personal and cultural identity to the academic content at key junctures in their lessons.

ELA teachers asked students to connect their personal and cultural identity to the academic content at key junctures in their lessons.

Alec talks to Amiee Winchester, director of continuous improvement at Baltimore City Public Schools (BCPS), and Zack Jaffe, a manager of continuous improvement at BCPS, about their improvement work on middle school and high school literacy, and particularly about the particular challenges and rewards of doing continuous improvement within a large urban school district.

Kinder buddies were the audience for the design and creation of literacy lanterns by 9th grade students at HTHCV

Sam Seidel, director of K12 strategy and research at Stanford d. School, tells the ...

Sam Seidel, director of K12 strategy and research at Stanford d. School, speaks about ...

As I sit in a small living room, an elderly woman details her experiences fifty years ago.

As I sit in a small living room, an elderly woman details her experiences fifty years ago.

This issue highlights stories of school improvement and practical tools for educators. It features how Parkway Academy supports students during the school day, how NYC Outward Bound schools are rethinking advisory, and how the Teaching Matters Network is using identity questions to boost literacy. Tools include Baltimore’s method for turning routine processes into improvement projects, Chicago’s protocols for data reflection, and RISE Network’s resources on tracking absences and fostering improvement through personalized strategies. Additional insights come from educators like Loni Berqvist, Aneesa Jamal, Peter Jana, and Sara Sadek, who explore student voice, reading engagement, skill development, and child-centered learning.

In my forties, I have taken up two possibly ill-advised pursuits: skateboarding and indoor rock climbing.