Quit saying “I’m not a math person”
What seems like a harmless and innocent thing to say could be creating significant damage over time
It’s quite rare to hear someone say, “I can’t read” or “I’m illiterate so I don’t read.” On the other hand, lots of people claim that they’re “not a math person.” The phrase isn’t just “I don’t like math.”
Top Stories
5 questions to help every district leader make better decisions
As budgets remain tight and expectations for measurable student growth increase, every instructional decision carries greater weight. Choosing one initiative often means delaying another, making it even more important to separate promising ideas from approaches supported by stronger evidence.
Why K-12 cybersecurity education needs practice, not just awareness
Students are already making cybersecurity decisions every day. Giving them a list of rules is not the same as teaching them how to recognize a threat.
The compliance trap waiting on the other side of Title II
Every few years, something shifts how schools think about accessibility. A law changes, a new technology arrives, or a group of advocates succeeds in bringing attention to the topic. Right now, it’s Title II of the Americans with Disabilities Act.
The everyday access control gaps schools overlook
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AACTE releases national framework on AI in educator preparation
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When practice becomes data: Helping teachers respond to student misconceptions
A student can complete 20 questions and still leave a teacher with very little useful information. A score may show that something went wrong, but it does not always show which learning objective needs attention, whether the problem is a misunderstanding or a careless error, or what the student should practice next.
Why reading interventions plateau—and why New York’s new dyslexia center won’t change that
I’ve sat across from more than one district administrator staring at a dashboard full of reading intervention minutes and a flat progress line. The pattern is familiar: a student gets pulled for extra decoding practice, scores move for six or eight weeks, and then they stall — not because the student stopped trying, and not because the intervention stopped running.
Career readiness in the AI era needs decision practice, not just tool access
Schools are racing to teach students how to use AI. That is necessary, but it is not enough. The workplace advantage will increasingly belong to people who can decide when an AI output is useful, when it is incomplete and when it is wrong.
EDUCATION RESOURCE CENTERS
Evaluations That Elevate: Moving Your District From Compliance to Growth
What if evaluation felt less like paperwork and more like progress? Observation cycles, rubric scoring, summative ratings, SLOs, and growth plans shouldn’t live in disconnected systems. Explore how one platform helps HR directors, superintendents, and instructional leaders bring it all together — for every employee, every role, every district.
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School IT leaders face a constant balancing act to deploy technology that enhances learning while keeping systems secure, manageable, and cost-effective.
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Meaningful opportunities for teachers to build expertise and leadership beyond their classroom add to a sense of professionalism and fulfillment. In an age when the role of technology in education is rapidly changing, why not allow teachers to lead the way?
Why interactive solutions are a smarter investment for schools
School IT leaders face a constant balancing act to deploy technology that enhances learning while keeping systems secure, manageable, and cost-effective.
Wearable tech helps students overcome central vision challenges
Central vision loss–a condition that impairs the ability to see objects directly in front of the eyes–can have profound academic and social impacts on K-12 students.
