As schools continue to recover from the tragedy of a global pandemic, they can look to new opportunities emerging amidst the trauma and grief. These opportunities include a return to the primacy of relationships among adults and students, the abandonment of ineffective practices such as inspirational monologues without meaningful interaction, and dramatic improvements in professional learning. To realize the latter, educators need to drive toward five transformations in professional learning. Although we have long known the inadequacies of traditional approaches to PD, the constraints imposed on schools by the pandemic create a sense of urgency that should make us intolerant of such ineffective practices.

Who could possibly be against teaching social responsibility? Quite a few people, it turns out—as anyone who survived the controversy in the 1980s and early 1990s over outcomes-based education (OBE) can attest.

MythBusters is the longest running television series in the history of the Discovery Channel. During its 14 years on the air, the show, featuring Adam Savage and Jamie Hyneman, have conducted 2,950 experiments, explored 1,050 myths, and created 900 explosions (Friedlander, 2015).

The desire for school change is great, but much of the advice on how to lead for change is profoundly frustrating. Follow these five ‘shifts’ to see change for the better.

In his classic book What's Worth Fighting for in the Principalship identified a dozen action items for principals and school systems that remain as relevant today as they were almost a decade ago.

The purpose of this form is to help teachers and administrators explore the relationship between student grades, academic performance, and nonacademic factors.

The history of education is rich with suggestions for changes in structure, governance, and schedule.

Suggesting grading reform can be risky business. Here’s how to keep the discussion productive and on track.

Why the zero on the 100-point scale is inaccurate and destructive.

This is not a trick question. If you are using a grading scale in which the numbers 4, 2, 2, 1 and 0 correspond to grades of A, B C, D and F, then what number is awarded to a student who fails to turn in an assignment?

Dr. Douglas Reeves recognizes that many educators are already changing feedback and grading practices. Therefore, the webinar focuses on next steps to progress more equitable and fair practices. The webinar offers specific strategies for schools and districts to get "unstuck" and move forward with the important work of grading for learning.

FAST Feedback: Keys to Improved Teaching and Learning offers educators practical research based strategies, such as offering math in the morning is more effective than the afternoon, recess matters, and the pen is mightier than the keyboard. Furthermore, Dr. Reeves activates for students to have a consequence of DOING the missed work, to eliminate the average and the zero on a hundred point scale, and to provide incentives for early work.

Dr. Douglas Reeves is passionate about equity and fairness. In Grading and Homework:How to Make a Difference in Student Results Right Now, he reminds educators that change happens from the inside-out, not with superficial buy-in. Moreover, Dr. Reeves reminds us that grades are part of feedback used by students and teachers to improve learning and instructional delivery.

Dr. Reeves hosts colleague, Dr. Kate Anderson Foley, who shares her passion and expertise in the area of special education particularly during extreme times in education. Dr. Anderson Foley offers practical solutions and reminds educators what the law requires versus what is consider legal guidance.