2. When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions?

3. Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why?

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?

3. The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?

2. Which of the five leadership components that significantly influence effective collaboration do you find most impactful when you engage in professional collaboration? Describe an instance in which you found that particular component especially impactful.

3. Discuss a time when one or more of the conditions for collaboration discussed in the article were missing in a meeting, PLC, or other collaborative setting. How did the missing condition(s) impact the effectiveness of the meeting?

3. Describe the purpose of the "artifact circles" activity mentioned in the article. How might this look like in your school?

3. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.

2. Compare and contrast the conventional classroom model with the NEW team teaching approach. Explain how the NEW model addresses the diverse needs of students and teachers.

3. What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model? How might the NEW model addresses multiple educational goals simultaneously?

2. How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?

3. What lessons learned from this successful neighborhood school might you apply in your own school or district?

2. Evaluate the effectiveness of different celebration strategies proposed in the text. According to Thompson, why is celebration crucial in professional environments?

3. Which of the three principles that Thompson says she lives by would impact your professional practice the most? Why? What are specific ways your can use that principle in your educational context, whether it is with students or staff?

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?

2. Name the five levels of the SOLO Taxonomy. How can the SOLO Taxonomy can be used to design more effective writing tasks?

3. France argues that writing should not be treated as a separate subject. Explain his rationale. What are the potential long-term impacts of explicit and systematic writing instruction?

2. According to the article, what must be paired with failure to "get good" at anything? Discuss a time when you experienced this in your teaching experience. How can you communicate this idea to students?

2. Discuss the difference between attributive and non-attributive feedback. Which is more preferable? Why?

3. How might a leader transform a generic compliment into a more meaningful observation? Explain how how direct communication might prevent misunderstandings in professional interactions with colleagues.

2. According to the article, what works "when implemented thoughtfully"? What are some things you can do to implement this thoughtfully in your context?

3. Describe how you can use the resources already at your disposal (Habitudes, PBIS, School Core Values, etc...) to implement SEL into your practice?

According to Hernandez, educators must shift their focus away from rote memorization and instead emphasize purpose-driven learning. He argues that students need to develop critical thinking, ethical reasoning, and the ability to apply knowledge in real-world contexts. With tools like AI becoming more common, he believes we have an opportunity—and a responsibility—to redefine what learning is really about. I completely agree with his perspective. Students today face complex global challenges, and teaching them to merely regurgitate facts doesn’t prepare them to solve problems, collaborate, or innovate. When we highlight purpose and give students opportunities to explore meaningful content, we not only engage them more deeply but also prepare them for life beyond school.

2:Hernandez highlights simple, accessible tools like the camera app, Voice Memos, and Keynote as essential for sparking creativity and exploration. I already use some of these in my classroom, and this has inspired me to think more deeply about how I can integrate them further. For example, students can use their phone cameras to create visual stories, record experiments, or produce video reflections. Voice Memos can be used to capture interviews, oral reflections, or even peer feedback. I especially like the idea of digital books or multimedia research projects, which allow students to combine visuals, sound, and text to demonstrate understanding in a more holistic way. These basic tools support differentiation and can empower students to express themselves creatively while building tech fluency.

3:The point that most resonates with me is that innovative school leaders take time to "come up for air" and explore what’s happening beyond their own schools. This resonates deeply because it reflects a growth mindset and a willingness to look outward for inspiration and support. In education, it's easy to get stuck in our own bubbles, reacting to daily challenges instead of proactively shaping our practice. Leaders who make time to reflect, connect, and bring in new ideas can rejuvenate their teams and foster a more innovative culture. I’ve personally felt most energized when I've had opportunities to attend conferences or connect with other educators, so I know how valuable that outside perspective can be for driving positive change.

2.) "It is crucial that we are given the chance to be bad at something, then less bad, then kinda good, then pretty good, on the way to being a master craftsperson" (69). This is key, and not something teachers are allowed to do. We are ALWAYS expected to be perfect at everything -- teaching every single lesson must be perfect, running every single program must be perfect, interacting with every single app must be perfect, relating to every single student must be perfect -- and we must do all this perfectness on the very first day, and every day after. It is exhausting, yet admins expect and demand perfection every single day. It definitely has made me look at how I deal with things in the classroom. Instead of demanding perfection, especially with new concepts, ideas, and materials, I tell my students that in my class we are practicing towards perfection. We reflect. We review. We discuss A LOT! It takes time, it takes a lot of messes and mistakes, but we will get there by the end of the year. I wish teachers were afforded this level of time and space when new and shiny things come about.

2.) Celebration is crucial because it creates community within your school. It grows the school culture in a positive direction. When employees feel valued, their work typically gets better. I like the idea of Teacher of the Month, but picked by a committee (not just all admin or some teachers, but a group of admin and teachers who pick the teacher each month based on a particular criteria + CWTs). I also love the idea of a "wall of fame" but for teachers who do innovative things in their room. This is a great way to foster good PD at the school site. I want to know what other teachers are doing. I may even want to try their strategies out. But I will never know if I don't even know they're doing these things in their rooms.

3.) Acknowledgement would impact me the most because I feel like empowerment and support would naturally follow once recognition occurs. I, like most every teacher on my campus, work hard every single day. I know we are all told that we are replaceable, but we're really not. Not getting recognized for all our hard work makes us feel like we are being taken for granted. No one wants to feel this way. Personally, I don't need a big party or a certificate or trophy. I just need my principal to say, "thank you for..." and actually tell me something I'm doing well. Personally, and in my classroom, I can recognize too. I can do a better job of acknowledging all the hard work my kids are doing. What is the saying? Be the change I want to see...that's really good advice!

2, The first strategy, finding ways to celebrate wins, should come naturally to teachers. We do this all the time with our students. Sometimes it requires creativity, but the effort can make a big difference. Just like students, staff can take tremendous pride and satisfaction in knowing their accomplishments are being recognized. The second strategy, inviting faculty and staff into collaborative decision-making sessions, is a great way to help teachers feel that their ideas and input are valued and appreciated. The third strategy, providing opportunities for professional development and growth, is a show of support for teachers, but I don't think it shows the same level of appreciation as the others.

3, The principle that would impact my professional practice the most is "when we acknowledge, we empower." Knowing that my knowledge and credentials are recognized and valued gives me the confidence and drive to strive for excellence in my job. I proudly display my degrees and awards in my office to be noticed by students and colleagues alike. Whenever I feel exhausted or frustrated, I remember what I have already endured, and it drives me to continue to try harder to improve and hopefully be recognized for it.

2, The five levels of SOLO Taxonomy are pre-structural, uni-structural, multi-structural, relational, and extended abstract. This technique can incorporate writing into any subject area. Students can be asked to draw or label something (pre-structural), focus on a specific aspect of a task (uni-structural), grapple with several relevant aspects of a task (multi-structural), integrate information from a task to show a relationship (relational), or generalize information or insights from tasks to synthesize information (extended abstract). Having students use these methods to accomplish a task will require deeper thought and cognitive function. It will also make them better writers.

3, France argues that writing should not be treated as a separate subject. He feels that treating it as a specific subject focuses too heavily on the technique of writing, the "how" to write. Making writing its own subject limits opportunities for students to apply their writing skills, making teaching more difficult in other subjects. But integrating writing into every classroom increases awareness, cognition, and higher level thinking skills. Isolating writing to its own subject area is unsustainable, according to the author.

2.) Attributive - is generic feedback that doesn't really mean anything to the person receiving it. For example, saying, "You're so nice! That's nice to be told, but it doesn't tell me anything about the moment the feedback should be about. Non-attributive - this type of feedback takes the generic and makes it specific. For example, saying, "The way you handled that upset student who came into class 10 minutes late and who was clearly angry proves you are stellar at classroom management and emotionally understanding your individual students. It was really nice to see you in action with this kid". This type of feedback really lets a person know exactly what they have done correctly or impressively. Non-attributive is preferable because it states specifics. It's a piece of feedback a teacher could actually reflect upon and take to heart. It's feedback that means something.

3.) Generic comments are tossed quickly, they go in one ear and out the other. They are more platitudes and bromides than actual comments I could take and reflect upon. But non-attributive, specific comments help teachers understand the what, the who, the where, they why, and the how. These types of comments let me know where I am weak, where I need to improve, and how I am doing things correctly or well. As I stated above in #2, these real comments allow teachers to reflect upon the comments and make actual changes that will impact the classroom in a better way. They foster actual conversation, which will naturally prevent misunderstandings. But real comments also make people feel seen. They show teachers that they do matter and their hard work is not going unnoticed.

2.) I am an English teacher, not an Art teacher. My knee-jerk reaction was, "I can't use the camera app for anything in my class." But then I stopped my negativity and started thinking of ways I could use the camera app in my class. It could be really cool to have students create an essay collage at the end of the year. Make my kiddos take pictures of their timed writes from August to May, create a collage of their essays, and then have then do a self-reflection based on how far they think they have come since the beginning of the year. That could be really cool. I'm sure there are other ways I could use this app, but this is what came to mind instantly. I will have to save this idea for next school year for sure!

3.) Item number two resonates with me the most: "They make time for themselves to come up for air and explore what's going on beyond their own school site or district." Man, I really need to do this. I am totally guilty of becoming myopic. I want to be better at making time for myself, reflection, and seeing what else is out there. I tend to stay away from conferences and such, but maybe I need to get back into going to them. Seeing what other teachers are doing. Getting some inspiration and excitement again.

2.) The conventional model of teaching means I am an island. I am one adult in a room with 38 students (using my 1st period as an example). If I need help, or I have an idea I want to bounce off someone else, or I have a student issue that needs immediate attention, I am at the mercy of the bell, hoping security will actually come to my room, praying an admin will answer his/her phone, etc. I can't deal with any issue as it comes up, in general, because I am stuck in a rectangular box for an hour. But this NEW initiative implies I am part of a team for, I'm guessing, a blocked out part of the day. That means I have other teachers with me and our collective roster of students. As I stated in #1, having a team of teachers and a shared roster of specific students means less kids falling through the cracks. If a problem arises, no big deal because WE can deal immediately and no kid gets left behind. As it stands now, kids are often left behind because I'm just one adult in a room of 38 kids.

3.) Teacher autonomy is seriously important. Otherwise, we are just automatons. How totally boring and soul-sucking that is. I'm the kind of teacher who likes having a shared goal within my grade level, but I like to get kids successful in that goal the way that works best for me and my students. I full understand why job satisfaction is low amongst people who feel trapped in a horribly boring system. We may have been founded on Ford's factory-like system, but education is not a factory system. That's the thinking we have to get rid of in education. One size absolutely does not fit all. The teachers who leave, do so for many reasons, but one of those reasons is because they get this and realize there is no way break the rigidness at their school, so they leave. The NEW model seems to address the whole student and the whole teacher. It seems to be a symbiotic relationship where learning can flourish. I am really, truly intrigued by this model. It sounds amazing.

2.) Pre-structural, uni-structural, multi-structural, relational, and extended abstract. This taxonomy definitely helps kids understand the type of thinking required to complete the writing task. It also gives kids a clear understanding of the type of writing I am looking for within each level of writing. I think too often kids are trying to figure out the one right way to right the essay they've just been assigned and they miss the point because they are trying to write how they think I want them to, rather than just writing to the prompt. This SOLO system helps them just write.

3.) I completely agree. Writing should be in ALL subjects and in every period. Writing is a life skill. All teachers should be helping to get kids to master that skill. And since writing as adults happens in so many unique forms and ways, having unique and different teachers in different subjects teaching writing will help to impart the multifaceted-ness of writing. As France states, "Writing is part of what it means to be human" (13). This is true. If one of our goals as teachers is to teach the whole student, then every single teacher MUST teach writing every single period.

2.) Of the four -- I like them all, by the way -- I will discuss "Make Learning Visual." If I am reading this correctly, this goes beyond words and paired images. I resonated with the word "modeling" on page 23. What I like to do in my class is to give kids a lesson, then give directions, and then show as much as I can -- model -- in regards to my expectations for work outcomes. Here is a real-life example: two weeks from now, I have a special Friday planned for my English 102 dual-enrollment kiddos. The professor has given them an essay prompt for an essay due 5/16. After talking to a few students I have found that they get the words on the page, but they're having a difficult time figuring out how the actual essay will look on their page. I think it's because the topic is pretty big, but also the professor basically told them, "Pick ANY story ever." When we give kids 100% total freedom to pick any story they want to talk about, most of the kids freeze. The pool is too big, so to speak. So on this special upcoming Friday, I'm going to walk them through the prompt, which I know they get, and then I am going to model what it looks like in real time to break down a specific passage. I have a specific poem that will be perfect for demonstration purposes. I am hopeful this reduces their stress about this final paper for the year. I'm also going to help them pick stories/poems if they're struggling to choose just one piece from the whole world of stories. Like I said above, I do hope my modeling helps them with their essays.

2. Hernandez mentions simple tools like the camera app, Voice Memos, digital books, and Keynote. In my classes, I can have students use Screencastify to record videos explaining ideas, which improves their presentation skills. They could use Voice Memos to record thoughts about lessons, and I’d give feedback. Discussing these tools with colleagues helps me use them well. These free tools make learning fun and reachable for every student.

3. Hernandez says innovative leaders have a clear vision to rethink learning, which resonates with me. This motivates me to try new teaching methods, like student-led projects in my classes. Sharing this vision with others keeps us focused on what benefits students most. It encourages me to use strategies like tech-based activities. This approach improves my teaching and helps every student succeed.

2, In the current political climate, it can be tempting to shy away from focusing on Black History and the contributions of Black Americans to our nation's success and greatness. I think there is a lot educators can do to not only avoid glossing over racial topics, but incorporating them into a rigorous curriculum. Culturally responsive teaching can be included into multiple subject areas. When students feel that their culture is being embraced and appreciated for its contributions, they will be more engaged and enthusiastic about learning.

3, The article points out the importance of embracing the diversity within the Black community. While it's important to recognize and honor the many contributions of Black Americans, we must also be careful to avoid treating them all as a cohesive group. Black Americans come from varied religious, ethnic, socio-economic, and political backgrounds. Some families may be much more inclined to align themselves with groups other than traditional Black groups. Students need to know that this is okay and that their diversity within the Black community is as valued as any other student demographic.

2, Hernandez cites some examples of digital platforms that he is particularly excited about. These include the camera app on a phone, which can be used to capture moments in time to discuss and manipulate. Another example is the Voice Memos app, which can be used to capture conversations and natural sounds to be a source for student commentary and self-reflection. And Digital Books can be a great tool to facilitate student research projects that combine various artifacts and multimedia. Finally, he cites Keynote, which can be used to create how-to videos.

3, Hernandez cites two things that truly innovative school leaders do: first, they have a strong vision for changing the assumptions around learning, and second, they make time for themselves to come up for air and explore what's going on beyond their own site and district. I think this second area most resonates with me. It's often tempting for educators to get stuck in their teaching strategies and not keep up with improvements and advancements going on around them. Just like any other professions, it's important for teachers to be continuous learners by staying informed and being open to new strategies and ideas. Professional development should include much more than just attending an occasional workshop. Teachers should be encouraged to enhance their knowledge and skills with continuing education that includes awareness of best practices going on beyond their site and district.

2, As part of the identity area of focus, the author describes "artifact circles" as opportunities for students to share what they have gained from their collaboration. Again, I don't see any reason to reinvent the wheel. A very similar event could take place in the classrooms in our district. The artifacts would be some kind of keepsake, like a photo, song, or object that represented courage to them. Each student would take a turn to share their artifact its meaning to them. They would also be given the opportunity to explain what's in their heart and what is driving them to participate in the group.

3, Ideally, our district would look at the idea of centering student voices by providing opportunities to educate the teachers in this strategy. But it could certainly work in individual classrooms as well. It's not a radical concept and wouldn't entail any significant changes to curriculum. The idea would just be to give students more opportunities to process what they are taught and more agency to use their critical thinking skills to find solutions to real world problems. This would be a great way to reach students who may feel left out or underappreciated.

2, For the most part, I think staff collaboration at my site has had a strong influence on the morale and culture of the school. There are multiple opportunities for students to share their individual talents and abilities to enhance school spirit. Each staff member has a role, but there is a lot of overlap and many safety nets to avoid letting students slip through the cracks. For example, a student may have self-harmed severe enough to require medical care, but it involved not only the nurse, but the teacher who first noticed it, the security team that brought her to the office, the counselor, and administrator, and the educational social worker. This was a great opportunity to work together, but also an opportunity to collaborate after the incident to discuss what worked well and what areas may need some improvement.

3, There are several lessons that could be learned from the school in this article that could be applied to our school or district. One lesson is that growth and improvements happen when students feel heard, respected, and safe enough to be open to learning. Another lesson is that teachers and staff need to be willing to work together and need to be given the time to do so. Finally, student success in school depends on building positive relationships between staff and students that are build on mutual respect. While there's room for improvement in all of these areas, I think our district is on the right track in making these a priority.

1. In the interview, Hernandez states that "rote memorization and just teaching the mechanics won’t cut it anymore. We need to go beyond that." What, according to him, must educators highlight? Explain why you agree or disagree with his argument.

Educators must highlight the purpose behind learning.  The students need to understand what they can do with the information they are learning.  Rote memorization is not enough because students can find facts in many places.  Knowing what to do with those facts is the battle.  Students need to be able to make ethical decisions with the information they learn.  They also need to be able to think critically, reason, and evaluate using the information they learn.  I agree with the author because simply knowing the information doesn’t make a person smart or effective.  Our country is full of educated individuals who know facts.  However, our country is a mess because people struggle to make educated decisions based on history and science. Students will enjoy learning when they are challenged to figure things out as opposed to memorizing facts for no real reason. 

2. When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions?

One tool he mentions is the simple camera app on the students’ phones.  My students use the camera app to make videos explaining physiological processes.  I give them prompts, and they make a video demonstrating or explaining the process using the prompt.  The prompt usually involves the use of a 3D model.  I’ve never had my students use the Voice Memo app, but this app can be useful for students who don’t want to be on camera.  They can record their explanation of the process.  I probably would use Screencastify instead, but the Voice Memo app can work as well.  Digital books are great. I use the digital text that accompanies the textbook for my class.  There are some great animations in the digital text that help the students understand the processes. 

3. Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why?

“Have a strong vision for changing the assumptions around learning”.  This resonates with me because times have changed, and education needs to change with the times.  I’ve seen growth in this area, but it is not extreme enough.  The foundation has changed, but the methods of content delivery have changed.  There are some successful schools out there that have radically changed how students go to school.  The hours need to change.  The way the classes are assigned and organized needs to change.  There needs to be more purpose and student choice.  High school needs to resemble the organization of college.  I know this is impractical because we use high schools as daytime babysitting and this is important to families.  However, if we look at our purpose and move towards it, we would see that our regular old-fashioned hours are not working.  Attendance is problematic, and more students are looking to learn from home.  Students have more responsibilities than they ever did before and this is impacting their abilities to attend traditional schools.  It’s not just the administration that needs to have a vision for change, but our government and the Department of Education need to have a vision as well. 

1. Discuss one way you can apply each of the four insights about the process of learning (Listed under the heading "Learning--What the Science Says") into your instructional practice.

I can ensure that my students are not just receiving information, but that they are thinking about what they are learning.  Information cannot be retained if it simply passes through their brains in a passive manner.  They must interact with the information multiple times and in a variety of ways.  I love the quote, “we only learn what we are thinking about”.  To get my students to think I need to help them gain curiosity for what they are learning.  This can be done using scientific phenomena.  The key is plenty of repetition in an active form. 

2. Discuss how you can apply one of the four strategies listed under the heading "When the Science of Learning and Teaching Intersect" into your own instructional practice. What does that look like in your classroom? 

All four strategies are great and are likely to make learning stick.  The one I can see myself using in my instructional practice is “engaging in scientific experiments”.  The nature of my class lends itself to scientific experimentation and hands-on learning.  If I can’t have my students perform a science experiment, I have them make models out of a variety of materials.  We also tested a lot of our experiments with the students when it was safe to do so.  The students find it entertaining and enjoy seeing how their bodies respond to changes in their environment.  The students are less likely to forget what they do. 

1. How do you currently balance structured literacy instruction with playful learning in your classroom? What opportunities exist to further integrate these approaches?

I use stations in my classroom to balance different types of learning.  The stations also allow the students to collaborate with different students as they move through the stations.  I typically use six stations over the course of two class sessions.  Two of the stations are reading based, two and hands on learning or manipulative based, and two stations involve videos.  This is not exactly “play” but the stations provide short bursts of information to be delivered and processed by the students.  The hands on stations allow some forms of play as the students have the opportunity to use playdough and other creative materials.  The hard part about stations is that each station has to be independent of the others since some students will visit them before being exposed to the previous stations.  This can be challenging and often leads to more reading than I would prefer the students to do. 

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?

Student mistakes often lead to ah ha moments.  These mistakes allow me to understand the students’ thought processes and allow me to correct them.  Today while I was talking about moistening the air we inhale, a student asked me about what happens to all the water the air is carrying with it and if it can eventually lead to drowning.  I was able to clarify how this moisture does not equal a pool of water in the lungs.  Of course the student felt silly and realized what I meant by moistening the air, but I appreciated her misunderstanding and it prompted me to provide a better explanation of the situation.  Student mistakes help me understand how my students are receiving the information I am presenting them with.  It helps me remember that this is the first time my students are learning the information I am teaching them.  Student mistakes improve my patience level. 

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?

I’d love to include some type of journal writing in my course.  The students can keep journals and write in them each day.  One of the easiest methods is to provide the students with warm up questions or opener questions at the beginning of the class session.  They can also write exit tickets in their journals at the end of class. Other ways to increase the writing levels in my class is to have the students write short stories about the processes we are learning about.  We use a short story model called Robo the Micro Robot.  Robo travels through the body and encounters various structures and experiences processes along the way.  The students can write similar stories that demonstrate their understanding of the process we are discussing.  For example, during the respiratory unit the students can write about being a molecule of oxygen and what happens to that oxygen once it enters the body. 

1. Reflect on the concept of a “comprehensive ecosystem of support” as described in the article. What strategies could you adopt or adapt in your high school classroom to ensure that students feel safe, valued, and connected?

A comprehensive ecosystem of support refers to a school providing a loving, caring, and supportive community for all students. At its best, this means students receive both guidance and high expectations from the staff. All schools should offer this kind of comprehensive support system to every student.

It's encouraging that Redd Elementary School has an intentional and comprehensive ecosystem of support specifically for their Black students. However, this level of care and affirmation should be available to all students, regardless of their background. Every student deserves to attend a school where they are surrounded by positivity, where their culture is represented, and where they see people who look like them.

It’s unfortunate that educators need to be reminded to create a positive and affirming school culture for specific groups of students. While I understand why this focus is necessary, I hope that one day it becomes the norm; where all students are treated with dignity and care simply because they are human, not because they belong to a particular ethnicity or background. Every student is entitled to a free and appropriate education, and that includes being educated in a supportive and inclusive environment.

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?

I can incorporate elements of students' cultural backgrounds into my curriculum by introducing them to a wide range of scientists, doctors, health professionals, and careers. I regularly use examples of scientists who are women and people from minority backgrounds. My students explore discoveries made by individuals from diverse cultures and experiences.

In my classroom, I display quotes from African American, Hispanic, Native American, Asian, and other cultural leaders. We frequently use examples of patients from various backgrounds, helping students connect more personally with the content. It’s important that students see themselves represented in what we are learning.

For this to feel natural and not awkward or performative, cultural representation must be integrated into the curriculum regularly—not just highlighted for a single month. While I appreciate celebrating specific months like Black History Month, Women's History Month, Asian Pacific Islander Heritage Month, or Arab American Heritage Month, I find it problematic when these celebrations feel sudden or disconnected from the rest of the year.

Recognizing and honoring diverse histories should be part of our everyday teaching—woven into the curriculum just as students of those backgrounds are woven into the fabric of our schools. Pulling out special examples only during designated months can feel forced and disingenuous. True inclusivity comes from consistent, meaningful integration.

3. The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?

One of the best ways to emphasize the importance of diversity is by allowing students to choose the examples they learn from—whether it's scientists, diseases, situations, cultural experiences, or modern-day events. We often think of history as something that happened in the early 19th century, but for our students, history can also be something that occurred just 30 years ago—and technically, that is history.

Focusing too much on distant historical events can sometimes bore students, especially when they can't see themselves in the stories of people from the 1800s or early 1900s. While it's important to acknowledge what was happening during those times, we can better engage students by mixing in modern and recent historical examples alongside earlier history. This helps them relate more personally and see themselves in the context of the past.

We need to help students understand their connection to their ancestors and show them that not all of history is negative. Not all minorities were in unfortunate circumstances—many overcame challenges and achieved great success. There are countless Black inventors and accomplished individuals across all cultures. By celebrating these figures and encouraging students to explore their stories, we help them see that they come from people who were strong, resilient, intelligent, innovative, and great.

1. Ventura mentions the one, most effective factor on improving student achievement (based on Hattie's research). What are some ways this practice can be implemented and fostered in your department, school, or district?

Effective teacher collaboration is one of the most impactful factors in improving student achievement. One way to foster this practice in my district is by encouraging collaboration among teachers across different school sites and providing dedicated time for them to implement what they learn into their lessons.

My district supports this well by offering teacher space workshops where educators can come together and share ideas. At my school site, we collaborate regularly—both within departments and across departments. The school does a good job of creating opportunities for teachers to share best practices, observe each other’s classrooms, and provide meaningful feedback.

The biggest challenge in building strong teacher leadership communities that foster collaboration is time. Before school is often too hectic, as teachers are preparing for the day, and after school can be difficult because of how late our day ends. While we do have student-free days set aside for collaboration, these are usually highly structured, leaving little time for teachers to work together in the ways they would most benefit from.

2. Which of the five leadership components that significantly influence effective collaboration do you find most impactful when you engage in professional collaboration? Describe an instance in which you found that particular component especially impactful. 

The leadership component that has had the greatest impact on my teaching career is the ability to "facilitate a well-defined structure for collaboration."

Three years ago, the science teachers in our district were given the opportunity to collaborate with colleagues from other campuses. As Anatomy teachers, we met to discuss pacing guides, lab activities, dissections, and strategies for engaging students. This was the most valuable collaboration I’ve participated in—I learned so much from the other teachers.

For two of the collaboration days, we met at one of the school sites, each bringing materials for key lab experiments. We conducted the experiments together, discussed what students would be doing, and explored the intended learning outcomes. Each of us walked away with engaging, ready-to-use activities for our classrooms.

We also created a shared Google Classroom where we post handouts, notes, and other materials. We continuously add to this platform as we progress through our units and use it throughout the year to ask questions and receive timely support.

Each summer, we regroup to reflect on the year, clean up our activities, and make improvements. I truly appreciate that my district offers this opportunity as paid professional development—it has had a lasting impact on both my teaching and my students' learning.

3. Discuss a time when one or more of the conditions for collaboration discussed in the article were missing in a meeting, PLC, or other collaborative setting. How did the missing condition(s) impact the effectiveness of the meeting?

When a well-defined structure for collaboration is missing, the session often becomes less effective. Unfortunately, teachers sometimes fall into the habit of venting about students, their lack of effort or background knowledge. Without clear goals and structure, a collaborative session can quickly turn into a "complaint fest."

This type of unproductive collaboration isn't helpful. It often leaves participants feeling hopeless, reinforcing the idea that students' lack of motivation is the sole reason they aren't learning. These sessions can become examples of the old saying, "misery loves company." Teachers may gather just to complain, without discussing solutions or exploring actionable strategies.

This is especially damaging for new teachers, who may leave these sessions feeling disheartened, unsupported, and alone. To be truly effective, professional development and collaboration must be focused, solution-oriented, and grounded in shared goals.

1. How might the four strategies used in Abbotsford be adapted to address different challenges in your district, school, or department?

The four strategies used in Abbotsford could be adapted to address challenges in my school district by involving students in meaningful discussions about how to improve their educational experience. Our district already uses several committees and teams—such as MTSS teams, IEP teams, and administrative groups—to analyze data and address concerns.

While I believe what Abbotsford implemented was innovative and impactful, I'm not sure how practical it would be in our context. Many decisions in our district are guided by state policies and laws, which limit our flexibility. As much as we’d like to simply ask students what changes they’d like to see and make them happen, we have limited control over many of the systemic issues they’re frustrated with.

For instance, the article mentioned students wanting to change school start times and daily scheduling—decisions that are not typically made at the local level. However, student voice can still play an important role when it comes to shaping programs and initiatives on campus. I’d love to see more student committees and greater student advocacy, especially in areas where their input can make a direct impact.

2. Describe the purpose of the "artifact circles" activity mentioned in the article. How might this look like in your school?

The artifact circles were part of the student retreat. In these circles, students brought artifacts from home and shared how those items represented courage to them. This activity was meaningful because it gave students a chance to express their identities and share what matters to them personally.

The purpose of the circle was to help administrators and staff better understand who the students truly are, enabling them to provide more effective support. An artifact circle at my school could include a diverse group of students from various backgrounds, grade levels, and educational experiences. During the circle, students could share both their strengths and areas for growth, as well as their hopes for what they’d like to see in their school environment.

By bringing meaningful items from home to represent who they are and what matters most to them, students would be given a voice—and adults on campus would gain a deeper, more authentic understanding of their needs and experiences. This would be a powerful way to build stronger relationships and create a more supportive school community.

3. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.

My recommendation to the school district is to include students on the MTSS (Multi-Tiered System of Supports) teams. Students from diverse backgrounds should have the opportunity to view the same data that teachers analyze and to discuss the procedures and curriculum they experience firsthand.

While this may be challenging—since MTSS meetings typically occur during the school day—it’s possible to adjust the meeting times to allow for student participation. Although students already take part in School Site Council meetings, MTSS meetings serve a different purpose and would give students a platform to represent their respective groups on campus.

Ideally, these student representatives would report back to the broader student body, sharing what they’ve learned and how they've amplified student voices. It would be powerful to see students advocating in this way. Additionally, involving parents in these committees could further strengthen the process. This kind of inclusive collaboration would allow all stakeholders to work together in designing programs that truly support all students and their learning needs.

2.) I don't really believe these strategies challenge traditional reading instruction, per se. I do feel like these strategies fill in the gaps we have created with traditional reading instruction. Traditional reading instruction is very obsessed with words -- both at the sounds and sights level. We really focus a lot of time on words. Once we get the words down, we all figure the kids should naturally know how to read now and a lot of us tend to skip the sentence/grammar level (probably because we only have 170 days with kids out of a whole 365-day year. Something has to give.). But this is just not true. Kids today desperately need sentence-level instruction. As I stated above in #1, teaching poetry is a great way to teach at sentence level and use the strategies discussed in this article. Implications for diverse learners who use these strategies is huge! Once kids have the word side of reading down, and then they get the sentence side of reading down, will naturally make good readers out of all kids. And isn't that truly all of our goals as English teachers? I know one of my number one goals for my students each year is that they will become amazing critical readers. Utilizing these strategies more in my classroom will guarantee that my students meet that goal of mine for them.

2.) We just had our WASC visit in February, and it is pretty clear at PHS we have a seriously dedicated team of admin, teachers, and counselors. Our people are here for our students every single day. We do a lot with data - I would say that, like this neighborhood school in the article, we at PHS are constantly looking for gaps. We then take those gaps (they seem to change each year) and revamp our lessons and units to give kids the education they need and deserve. We do this by grade level, by subject, and by cross-curricular groups (Med, Engineering, AVID, etc.). I feel like we at PHS are a collaborative team. As I was reading this article, I kept saying to myself, "This feels a lot like PHS."

3.) I really loved the idea of a teen court. What a cool concept. I can see this as a cool, new way to get kids engaged with school on a different level. In fact, it may help the kids who chronically ditch class become involved. I feel like a lot of the kids who choose to wander school all day long instead of go to class are just kids who aren't connected to something. Teen court could be a way to get these kids to connect.

1. Of the eight key elements of the New Education Workforce (NEW) initiative, which seems the most innovative? What are some of the pros and cons of implementing such a model? How might this look in your classroom, department, school, or district?

Of the eight initiatives, it’s hard to choose just one as the most innovative, but the idea that “teachers share multiple workspaces and move across these spaces throughout the day” stands out as something truly unconventional. While many schools have programs and academies that use team-teaching strategies and cohort models, it’s rare to see teachers without their own assigned classrooms, sharing workspaces instead.

I believe that all eight initiatives, when combined, have the potential to create a dynamic learning environment that genuinely nurtures students and meets their individual needs. I would love to see more radical changes in public education. The world has evolved, and so have students’ needs. It’s disappointing that only a few specialized schools have implemented these kinds of innovative changes. All students—regardless of where they attend school—deserve the best education we can provide.

2. Compare and contrast the conventional classroom model with the NEW team teaching approach. Explain how the NEW model addresses the diverse needs of students and teachers.

The conventional teaching model tends to focus on students in the middle—those who have a basic understanding of prior content and can follow along with current material. In a typical classroom, one teacher is responsible for managing thirty to forty students. As a result, students who struggle often fall behind, becoming disengaged and frustrated. These students may avoid work, act out, or be removed from class due to behavior issues. Over time, they may internalize the belief that they are not smart or that they simply aren't “good at school.” The longer they remain at the lower end of the class, the more likely it is that behavior problems will persist in future classes.

Meanwhile, students at the higher end of the spectrum complete their assignments, perform well, and are often viewed as “the smart kids.” Teachers may feel a sense of pride in these students' success and believe they’ve done a good job reaching those who care about their education. However, this model often fails to challenge high-achieving students, limiting their potential for growth.

In contrast, the new teacher model emphasizes team teaching, where educators collaborate to truly understand their students’ needs and design cross-curricular, engaging lessons. In this approach, students are at the center of the learning experience. Teachers support one another through shared planning time, data analysis, and reflective collaboration.

This model allows for greater differentiation: students who need extra support can receive it without being forced to move at the same pace as everyone else, while high-achieving students can be challenged with rigorous, enriching curriculum. Ultimately, all students—and teachers—benefit from this inclusive, student-centered approach

3. What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model? How might the NEW model addresses multiple educational goals simultaneously?

In the NEW model, teachers have the opportunity to design innovative, student-centered lessons. They are no longer restricted by an overwhelming amount of content or rigid time constraints. Instead, academic standards can be integrated across multiple subjects within the teaching team. Teachers are given greater autonomy to create inquiry-based, cross-curricular projects that engage students in meaningful learning.

With more flexibility and planning time, teachers can even adjust the daily schedule to better meet students’ needs. This increased autonomy and effectiveness can lead to greater job satisfaction, as educators see improved outcomes and deeper student engagement. The NEW model supports multiple educational goals simultaneously by fostering collaborative, integrated instruction that puts students at the center of the learning experience.

1. How does culturally responsive instruction foster a sense of belonging and acceptance?

Culturally responsive instruction fosters a sense of belonging and acceptance by recognizing and appreciating students for who they are. This approach boosts students’ self-esteem and confidence. Rather than focusing solely on the difficult histories of their ancestors, culturally responsive teaching celebrates students' backgrounds and incorporates them into the curriculum in meaningful ways.

The most effective approach is when students’ cultures are naturally woven into the everyday fabric of the school, making it feel authentic and affirming. This helps students take pride in who they are and where they come from. It is far more impactful than limiting cultural recognition to specific weeks or months, which can feel tokenizing. Teachers can support this by consistently including diverse examples, voices, and experiences in their daily instruction.

2. How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?

Our school has been most effective when we’ve come together for collaborative planning. I’ve had the pleasure of working with several groups on campus, including a team of 9th grade teachers who once came together to design a plan to help freshmen acclimate to high school. We brainstormed ideas such as organized homework plans, consistent tardy and phone policies, and newsletters for communication.

Unfortunately, many of our ideas never came to fruition due to a lack of structures to support meaningful collaboration. Additionally, some teachers were resistant to making changes that would benefit the group. Despite these challenges, the ideas we developed were strong, and I still use several of them in my own classroom today.

3. What lessons learned from this successful neighborhood school might you apply in your own school or district?

I would love to see a teen court and more student-led committees on my campus. Giving students the opportunity to take on leadership roles would help them develop a sense of ownership and responsibility for their school community. While there is often an apathetic attitude among youth, many students are deeply passionate about certain issues. Providing them with a platform to express their voices can foster a stronger sense of connection and empowerment.

I also really like the idea of a senior mentoring program. While we have something similar through our Link Crew, the concept of students taking on active mentoring roles is especially appealing and could offer even more meaningful peer-to-peer support.

1. What are the potential benefits and challenges of public recognition in schools. Explain how celebrating staff achievements can impact school culture and the relationship between staff recognition and professional motivation.

One benefit of public recognition in schools is that celebrating successes helps create a more inclusive and thriving educational environment. It also highlights the many positive things happening in our schools. When educators feel supported and recognized, they are more likely to remain in the profession.

However, a challenge with public recognition is that certain positions tend to be acknowledged more often than others. For example, math departments often produce many award recipients, while departments like P.E. and the arts tend to receive less recognition. This imbalance can lead educators in those areas to feel overlooked and undervalued.

2. Evaluate the effectiveness of different celebration strategies proposed in the text. According to Thompson, why is celebration crucial in professional environments?

Celebration is crucial in professional environments because it fosters a sense of community, joy, and appreciation. When educators feel valued and recognized, they are more likely to enjoy their careers and stay engaged in their work. Celebration can also inspire new teachers to become more involved and effective.

Recognizing both small and large accomplishments is important. Celebrating small wins not only acknowledges hard work but also builds momentum and motivation. Additionally, inviting faculty and staff into collaborative decision-making sessions empowers teachers and encourages them to explore and implement new ideas.

3. Which of the three principles that Thompson says she lives by would impact your professional practice the most? Why? What are specific ways you can use that principle in your educational context, whether it is with students or staff?

“When we acknowledge, we empower.” This principle resonates with me because I’m not someone who naturally seeks celebration. While I do appreciate coming together to recognize accomplishments, I don’t enjoy being in the spotlight. I’m more comfortable being acknowledged alongside others, rather than standing out alone.  For me, a simple, genuine “great job” and ongoing support in my work is more than enough. Knowing that my efforts are seen and valued empowers me to keep moving forward with confidence and purpose. I can use this principle in my classes by acknowledging when my students do a great job leading in the classroom.  I can let them know that I noticed their hard work and efforts.  Most importantly, I can tell them the results of their leadership and hard work.  This will motivate them to step into a leadership role in the future.

1. Name the steps for analyzing a "juicy sentence" according to Student Achievement Partners. How can you use this strategy in your own teaching context.

The teacher will select a sentence from the text the class is currently studying and color-code its individual chunks. After reading the sentence aloud, students will work to determine the meaning of each part. As a class, they will discuss text features and vocabulary. Using conversation starters, the teacher will encourage students to explain the overall meaning of the sentence. Finally, the class will discuss how the sentence fits within the context of the entire text. This type of sentence analysis should occur daily, as it is essential for helping students understand word placement and sentence structure. I can use this strategy in my biology class when we are reading articles or Newsela.  This is a great way for my class to support the Common Core ELA standards. 

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?

I don’t believe the strategies in the text challenge traditional reading instruction; rather, they can complement other reading strategies. This approach could be used once or twice a week, and with regular practice, it can be implemented more efficiently. Taking time to dissect sentences and examine word placement and vocabulary is valuable and can help students become better readers over time. These strategies are especially beneficial for English learners and students with lower reading skills. While sentence dissection is introduced in early education, it often isn’t revisited. As a result, students who didn’t fully grasp sentence structure early on may continue to struggle with reading throughout their academic careers. Being intentional about teaching reading skills is essential, and this instruction should occur at all levels of education. Most adults cannot identify parts of a sentence or explain the difference between a verb and an adjective. We should never stop learning or practicing foundational skills in reading and math.

1. Discuss the differences between traditional writing instruction verses "adult writing." What are ways that you can incorporate more "adult writing" in your instructional context(s)?

Traditional writing instruction is formal and focuses on narrative, informational, and persuasive papers. This writing is usually content-specific. In contrast, adult writing often involves reflection, writing emails, and completing other short tasks. I can incorporate more adult writing into my class by having my students keep a journal or an interactive notebook. In these books, students can practice a variety of response styles and work on their adult writing skills. They can write journal reflections about what they are learning, how well they are understanding the material, how much effort they are putting in, and what results they are seeing from that effort.

I can also assign tasks that mirror real-world writing. For example, one method of adult writing is drafting emails, so I could have my students learn how to compose professional emails—a skill many of them still need to develop. Another idea is to create assignments formatted like social media posts. On Ditch That Textbook, I’ve seen a variety of assignment styles designed to look like Instagram posts, tweets, or Facebook updates. These assignments are not actually posted online but are simply formatted to mimic the style. The benefit of social media-style assignments is that students must be concise; they have to communicate their ideas clearly and effectively with fewer words. This is great practice for adult-style writing tasks.

2. Name the five levels of the SOLO Taxonomy. How can the SOLO Taxonomy can be used to design more effective writing tasks?

The five levels of the SOLO Taxonomy are pre-structural, unistructural, multistructural, relational, and extended abstract. The SOLO Taxonomy can be used to design more effective writing tasks by serving as a rubric to analyze student work. The rubric helps teachers determine what types of activities students should complete in order to grow to the next level. For example, if a student scores low on a baseline assessment, the rubric can guide the teacher in selecting the number of complete writing samples (CWS) to use as models. This ensures that students are not overwhelmed and allows instruction to be targeted to their current level. The rubric provides a quantitative data point for the teacher to work from and offers a clear way to measure growth, as the teacher can reassess later using updated baseline data to track student progress.

3. France argues that writing should not be treated as a separate subject. Explain his rationale. What are the potential long-term impacts of explicit and systematic writing instruction?

I agree with France in the sense that writing should not be treated as a separate subject. Writing needs to be taught and incorporated into all subjects and content areas. However, the mechanics of writing—the specifics like breaking down sentences and understanding the structure of language—should be taught in a dedicated class by a specific teacher who can closely analyze students' abilities. Students need to understand how sentences are put together and how to write cohesive papers, and this instruction should happen in an English or writing class.

Other classes should support students' development as writers by offering multiple opportunities for writing and providing feedback. For example, in science classes, students can write lab reports, summaries, explanations, analyses, and compare-and-contrast papers. In art classes, students might write analyses of pieces they are studying or creating, sharing their perspectives and thoughts. They need to know how to communicate their ideas clearly to their audience.

Most content teachers are not going to grade student writing with the critical eye of an English teacher. Often, content-area teachers focus on the accuracy of the subject matter rather than the quality of the writing itself. Without a trained English teacher critically reviewing their writing, students may not recognize their mistakes or learn from them.

1. Explain Kay's fitness club analogy as it relates to innovation in teaching? Explain whether you agree or disagree with this comparison.

I find Kay's fitness club analogy for innovation and teaching both funny and accurate. New technology and strategies are constantly popping up in education, and as teachers, we often receive very little training before we are expected to jump in and start using them. The challenge is that trying new strategies or technology can sometimes slow down a lesson, especially when things don't work properly or when I’m not sure of the most efficient way to use them. I don't like fumbling with technology in front of my students—it doesn’t build confidence in the classroom.

I agree with Kay that teachers need time to get to know the materials and tools they are expected to use, and often, we have to learn on the job. The best way to manage this situation is through proper support: teachers should have access to support staff who can assist them on the spot when needed. It's difficult to allow teachers the space to be bad at something because when I struggle as a teacher, my students suffer too.

2. According to the article, what must be paired with failure to "get good" at anything? Discuss a time when you experienced this in your teaching experience. How can you communicate  this idea to students?

Support needs to be paired with failure in order to get better. I can relate to what Kay discusses in the article because when I was a new teacher, I was given an Elmo machine. An Elmo is a small projector that allows you to display what you're writing onto a screen—very different from the large, old-school projectors my teachers used when I was a student. I tried several times to use the Elmo in my classroom so that my students could copy what I was writing or watch demonstrations, but I failed each time. The image was never clear, I struggled to get it right side up, and when I finally did, it was way too small. The workspace was tiny, and overall, nothing about the Elmo system was convenient.

After multiple attempts, I eventually packed the Elmo in a box and stored it under the sink in my classroom. I clearly failed at using it as a demonstration tool. If I had had support, I could have been successful with the device and gained a great new way to engage my students. I needed a supporting teacher to stop by, observe me using it, and demonstrate different ways to make it work.

Another example is the Promethean Board. I notice many teachers only use the most basic features of the board. However, there is a lot of training now available for Promethean Board use, and our district has definitely improved in supporting teachers with technology.

1. What are the three key qualities of effective positive feedback according to Kegan and Lahey? Discuss a time when you received feedback from a supervisor, comparing that feedback to this.

The three key qualities of effective positive feedback are being direct, being specific, and being non-attributive. Being direct means speaking directly to the person you are commending, rather than speaking to an audience and indirectly mentioning them. For example, instead of saying, "Everyone thank Mom for a great dinner," you would say, "Thank you, Mom, for such a wonderful meal." Being specific means choosing a particular action or task to recognize, rather than making a general statement. For instance, instead of saying, "You're a really kind person," you could say, "Thank you for sharing your snack with everyone today—that was very kind of you."

Lastly, feedback should be non-attributive, meaning it should focus on the action rather than making a judgment about the person's character. When I think about feedback I've received from my administration, I realize it usually includes one or more of these three key qualities. However, when I consider the feedback I give my students, especially when discussing their specific assignments, I do apply these principles by being direct, specific, and non-attributive. Yet, when I'm giving feedback about their character or personality, I tend to be more general and less direct or specific than I should be. This is something I would like to work on improving in the future.

2. Discuss the difference between attributive and non-attributive feedback. Which is more preferable? Why?

Attributive feedback connects praise or criticism to a person's character or identity. For example, saying "You’re so smart" focuses on who the person is rather than what they did. Teachers often say things like this.  This is not the best kind of feedback because it places too much attention on the character of the student and this is something that the student may feel like they cannot change.  Non-attributive feedback, on the other hand, focuses on the person's specific actions or behaviors. An example of non-attributive feedback is, "You used strong evidence to support your argument." Non-attributive feedback is important because it encourages a growth mindset, showing that success comes from effort and specific choices. A student who receives this feedback knows which actions he or she should repeat in the future and also knows what they should avoid.  This feedback leads to growth.  Attributive feedback can sometimes create pressure or a fixed mindset in students. Using non-attributive feedback helps students see that improvement is always possible through their actions.

3. How might a leader transform a generic compliment into a more meaningful observation? Explain how how direct communication might prevent misunderstandings in professional interactions with colleagues.

A leader can transform a generic compliment into a more meaningful observation by speaking directly to the person the compliment is intended for, referring to the specific action they did, and attributing the compliment to the action rather than the person's character. Generalized statements often lead to miscommunication and confusion within a group. It’s especially frustrating to be part of a group where the leader constantly makes vague or generalized remarks. For example, when a leader says, "You all need to clean up after yourselves," individuals often think, “I’m not the one you need to be talking to.” As a result, the person the leader is actually addressing usually doesn’t realize they are the focus of the comment. The same problem can occur with compliments. When a leader addresses a compliment to the entire group, the individual it was meant for might not recognize it as being directed at them. To avoid this confusion, it is always better to clearly say the name of the person you want to address and be specific about the action you are recognizing.

2 I can apply the strategy "Make learning visual" by using Desmos regularly in my instructional practice. In my classroom, this looks like setting up interactive graphs or visual simulations that allow students to actually see how changes in variables impact results. Instead of just talking about abstract math or computer science concepts, students can manipulate things in real time and get immediate visual feedback. It helps them build a much deeper understanding because they are not just hearing about it, they are seeing it and playing with it. Making learning visual with tools like Desmos keeps students engaged and makes tough ideas feel way more approachable.

Hernandez asserts that teachers need to place a strong emphasis on deeper learning abilities including creativity, problem-solving, teamwork, and applying information to real-world situations. He contends that merely teaching pupils how to memorize information or carry out simple activities does not adequately prepare them for the challenges of contemporary life and the workplace. Rather, he thinks that education ought to be relevant and student-centered, promoting creativity and critical thinking. Since today's pupils will be entering a world that requires adaptability, ongoing education, and interpersonal skills, I agree with his premise. Rote learning by itself does not develop these abilities; rather, students become genuinely prepared by solving real-world issues and applying their information in novel ways.

2. Hernandez responds that he is excited about "basic ones, the workhorses" when questioned about digital platforms or tools. How do you utilize the simple, free tools he recommends, or how can you use them? The "basic, workhorse" tools that Hernandez mentions likely refer to digital platforms that are simple yet effective, such as Google Docs, Zoom, or educational apps like Kahoot! These tools provide essential functions that can help enhance both teaching and learning, even without the bells and whistles of more complex platforms. I can use Google Docs for collaborative writing projects, where students can work together in real time and share their ideas. Zoom is perfect for virtual classrooms or connecting with experts from different locations. These tools are accessible and user-friendly, which means they are great for fostering communication and interaction, especially in classrooms with limited resources. Their simplicity allows for widespread use without a steep learning curve, making them valuable for educators and students alike.

3. Hernandez points to dependable, cost-free resources like Google Docs, Slides, and Jamboard—platforms that encourage teamwork and artistic expression. For group writing projects and peer review exercises, I frequently utilize Google Docs, which allows students to edit and discuss in real time. Google Slides promotes group presentation teamwork and enables students to graphically express their lessons. Jamboard is particularly helpful for brief check-ins or brainstorming sessions because it provides visuals. In education, it is vital for both teachers and students to embrace challenges, experiment with new ideas, and learn from failures. By fostering a growth mindset and encouraging innovation, school leaders can help create environments where creativity and progress flourish. As someone who values continuous improvement, I think this leadership quality is essential for transforming education in today’s rapidly changing world.

The first realization is that learning is not passive but rather active. I can put this into practice by increasing project-based learning and student-led conversations, which require students to interact with the content rather than merely absorb it. I will begin sessions with brief check-ins or concept maps that relate new information to what students already know because the second realization is that learning builds on past knowledge. This encourages pertinent thinking and fills in gaps. The final realization is that learning is social, and I can encourage this by using structured peer collaboration activities like group problem-solving exercises or think-pair-share sessions. The fourth realization is that feelings do important, so I will establish a friendly, safe environment in the classroom where children feel heard and noticed. Students are more inclined to take chances in their studies and persevere through difficulties when they feel emotionally encouraged.

2. Talk about how you can use one of the four tactics mentioned in the section titled "When the Science of Learning and Teaching Intersect" into your own teaching methods. In your classroom, how does that look?

"Prioritizing relevance to help students connect new information to meaningful situations" is one tactic I can use. This entails creating assignments in my classroom that relate the material to the interests and lifestyles of the students. When teaching persuasive writing, for instance, I can let students pick a subject that interests them greatly, such as social media,

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The Abbotsford School District adopted a framework for student agency that focuses on four key areas: identity, belonging, mastery, and efficacy. To implement these strategies in our setting, we might start by organizing identity exploration activities like storytelling sessions, where students can discuss their backgrounds and experiences. Creating a feeling of community can be supported by forming affinity groups or intergenerational circles, which enable students to bond over common experiences and gain insights from each other. Encouraging students to engage in inquiry projects related to topics they are passionate about can enhance their critical thinking and problem-solving abilities, leading to mastery. To enhance efficacy, allowing students to share their discoveries with school leaders can enable them to make a difference and recognize the real effects of their input.

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2. Explain the aim of the "artifact circles" activity referred to in the article. What could this appear as in your school?

The activity known as "artifact circles" was designed to assist students in discovering and articulating their identities by presenting personal belongings that were meaningful to them. This approach encouraged a greater comprehension among colleagues and created a feeling of belonging. At our school, we can achieve this by setting up sessions where students present artifacts like photographs, letters, or cultural objects and discuss the stories connected to these items in small groups. Not only would this foster a sense of empathy and connection between students, but it would also offer teachers valuable understanding of their students' backgrounds, guiding practices that are more responsive to diverse cultures. These activities can be included in advisory sessions or integrated into social-emotional learning programs.

3. Drawing from the Abbotsford experience, suggest a series of recommendations for your school or district to effectively prioritize student voice and agency in their respective environments.

Based on the methods used in Abbotsford, our school or district might think about these suggestions:

Set up a Community of Practice for Student Voice: Develop an organized initiative that allows students, guided by adult mentors, to meet regularly and address school-related concerns.

Introduce Activities for Identity and Belonging: Use methods such as artifact circles and affinity groups to assist students in examining their identities and forming bonds with their classmates.

Foster Inquiry Projects Led by Students: Assist students in recognizing issues within the school, performing research, and suggesting solutions, which promotes a feeling of mastery and ownership.

Create Opportunities for Student Advocacy: Allow students to share their thoughts and research with school leaders, making sure their opinions impact the decisions made.

Provide Continuous Assistance and Training for Educators: Give teachers the resources and knowledge required to promote student autonomy and incorporate student input into their instructional methods.

A key aspect of the NEW initiative is the creation of teams of educators who have diverse skills and knowledge. This method shifts from the classic model of a single teacher in each classroom, favoring collaborative groups where teachers work together, share duties, and utilize one another's strengths. This model offers several advantages, such as better assistance for various student requirements, less isolation for teachers, and chances for professional development. Nonetheless, difficulties could occur when it comes to aligning schedules, maintaining effective communication, and redefining the team members' roles. Our school could adopt this model by reorganizing departments to create interdisciplinary teams, which would facilitate better lesson planning and collective responsibility for student success.

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2. Analyze the traditional classroom setup alongside the NEW team teaching method. Describe how the NEW model meets the various requirements of both students and teachers.

The traditional classroom setup usually features one educator overseeing every part of teaching for a group of pupils, which can create difficulties in meeting different learning styles and requirements. On the other hand, the NEW team teaching method involves a collective of teachers working together to design and implement lessons, with each member contributing their distinct skills. This approach enables learning to be more tailored to individual needs, permitting educators to emphasize their strengths and deliver specific assistance. For students, this signifies the availability of a wider variety of teaching techniques and materials. It creates a positive workplace for teachers, which helps lower burnout rates and increases job satisfaction.

3. In your opinion, how is teacher autonomy connected to job satisfaction within the NEW model? In what ways could the NEW model meet several educational objectives at once?

In the NEW model, educators maintain their independence within a cooperative structure, enabling them to make professional decisions while receiving support from their colleagues. Achieving this balance may enhance job satisfaction because teachers experience a sense of support and empowerment. The model’s ability to work together allows for the concurrent achievement of various educational objectives, including academic success, social and emotional growth, and fairness. Schools can better meet the varied needs of students and carry out thorough educational strategies by sharing tasks among team members. By taking this comprehensive approach, different facets of student growth are acknowledged, leading to a more effective and inclusive educational setting.

Instruction that is culturally responsive recognizes and appreciates the various backgrounds of students. It fosters an environment that is inclusive, ensuring that every learner feels acknowledged and respected. At Horace Furness High School, teachers welcome the diverse languages and cultures of their students by promoting translanguaging and incorporating students' cultural backgrounds into the lessons. This method not only affirms the identities of students but also encourages respect and curiosity between classmates. The school promotes a feeling of belonging by acknowledging and integrating the cultural experiences of students into its teaching methods, which enhances their engagement and willingness to learn. An environment like this enables students to take control of their learning, understanding that their perspectives and experiences are important.

2. In what ways has the teamwork between teachers, administrators, and students impacted the success and culture of your school?

Working together among students, teachers, and administrators is essential for fostering a positive environment in schools and achieving academic accomplishments. At Horace Furness High School, educators hold frequent collaborative meetings to discuss strategies, assess their practices, and ensure alignment on objectives focused on student development. By offering time and resources for professional growth, administrators foster this spirit of collaboration and promote collective decision-making. Learners are actively involved in their education, having chances to give input and help influence how their learning experiences are formed. This joint initiative fosters a united community where each member is committed to the success of the school, resulting in better attendance, lower teacher turnover, and improved student performance.

CEC

3. Which insights gained from this thriving community school could you implement in your own school or district?

Important insights from Horace Furness High School are relevant to different educational environments. To begin with, embracing a viewpoint that values the cultural and linguistic differences of students can change the learning atmosphere into one that is welcoming and supportive. Additionally, encouraging effective teamwork among teachers while including students in their education can improve their involvement and responsibility. Creating a safe and supportive environment where students feel valued and listened to is essential for achieving academic success. Finally, ongoing and thoughtful professional growth for educators guarantees that teaching methods adapt to the needs of students. Applying these approaches can create a school community that is more lively, fair, and prosperous.

Recognition in schools provides many advantages. It recognizes the hard work of teachers, creating a feeling of worth and gratitude. Acknowledgment like this can uplift spirits, improve job satisfaction, and encourage employees to uphold their strong performance. It fosters a constructive school atmosphere where accomplishments are acknowledged, encouraging a teamwork-oriented and nurturing setting. Nonetheless, if acknowledgment is seen as partial or exclusionary, it could create challenges and generate feelings of bitterness among employees. To address this issue, it is crucial to make certain that acknowledgment is fair and inclusive, emphasizing a variety of inputs from every role and department. Celebrating employee accomplishments, when done with care, can enhance relationships, promote career development, and help build a vibrant educational community.

Assess how well various celebration methods suggested in the text work. Thompson asserts that celebration is important in workplace settings for what reasons?

Thompson highlights that celebration goes beyond mere recognition; it serves as a strategic method to foster community and encourage development. She recommends multiple approaches, including highlighting achievements in newsletters, acknowledging creative practices in staff meetings, and establishing monthly rotation systems for showcasing departments. These methods work well because they offer reliable and all-encompassing avenues for acknowledgment, making certain that every team member feels acknowledged and appreciated. According to Thompson, celebration plays an important role in professional settings as it motivates individuals, encourages involvement, and improves the overall culture of the organization. When schools showcase their achievements, it can inspire a broader impact, encouraging others to pursue excellence and fostering a vibrant and positive learning environment.

ASCD

3. Which of the three principles that Thompson mentions as guiding her life would have the greatest influence on your work? Explain your reasoning. Can you give specific examples of how to apply that principle in your educational setting, either with students or staff?

The concept "By recognizing, we give power" strikes a chord with me. Recognizing individuals can foster empowerment, which may enhance confidence, boost motivation, and create a feeling of ownership for both students and staff. In my teaching environment, I can do this by consistently recognizing students' efforts and advancements, not only their successes, to promote a growth mindset. To build a supportive and cooperative environment for staff, developing a space where team members can acknowledge one another’s effortslike a "kudos" board or shout-outs at meetingscan be beneficial. Creating a culture where everyone feels encouraged to give their best can be achieved by integrating acknowledgment into our everyday routines.

The steps for analyzing a "juicy sentence" often include identifying key components such as the sentence structure, punctuation, and vocabulary. The goal is to break down the sentence to understand how its parts work together to convey meaning and flow. This might include looking at word choice, sentence length, rhythm, and how different parts of speech are used to enhance the message. In my own teaching context, I can use this strategy by selecting sentences from texts we are studying and having students break them down in small groups or pairs. We could analyze how different sentence elements contribute to tone and meaning, then challenge students to write their own "juicy sentences" with similar structures. This will not only help with comprehension but also improve their writing fluency and creativity.

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?

The strategies discussed challenge traditional reading instruction by shifting focus from broad comprehension or word-level reading to a deeper exploration of how sentences work. Instead of just decoding words or summarizing paragraphs, students are encouraged to pay attention to the finer details of sentence structure, which can deepen their understanding of texts. This approach pushes beyond basic reading skills and invites students to think critically about how language is used to create meaning. For diverse learners, particularly English language learners (ELLs) or students with learning differences, these sentence-level techniques offer a valuable way to engage with language at a more granular level. By focusing on sentence fluency, all students—regardless of their reading level—can benefit from a better understanding of how sentence structure affects comprehension and expression, helping to level the playing field in literacy instruction.

R. Matthew Kay creates an interesting comparison between educators experimenting with new teaching methods and people who decide to join a gym. He compares the initial thrill of using new teaching techniques to the eagerness felt during a "New Year's resolution" at the gym. Yet, without adequate instruction and practice, both instructors and fitness enthusiasts might face frustration from poor application, which could result in them giving up on the new method. Kay stresses that, similar to achieving physical fitness, learning new teaching methods demands time, determination, and organized assistance.

I concur with this analogy because it highlights how crucial ongoing effort and career growth are when embracing new methods of teaching. Similar to how one cannot hope for quick physical change without regular workouts and the right approach, educators should not expect immediate success from new techniques without sufficient planning and rehearsal. This comparison emphasizes the importance of continual assistance and contemplation to genuinely excel in innovative teaching methods.

2. The Importance of Mistakes in Achieving Mastery and Personal Teaching Background

The article states that to excel at anything, one must combine failure with reflection and support. Kay believes that teachers should have the chance to start off being "bad" at certain skills and then gradually enhance their abilities through consistent practice and constructive feedback. This process reflects the path taken when acquiring a new skill, as making mistakes early on is essential for development.

During my teaching journey, I faced this situation when I started using project-based learning for the first time. The first projects were shallow, and students found it challenging to engage with the open-ended assignments. By thinking about these difficulties, asking for input from coworkers, and changing my methods, later projects turned out to be more successful. This experience emphasized that when failure is paired with reflection and assistance, it becomes a strong force for growth.

I highlight to students how important it is to view mistakes as chances to learn. I talk about my personal experiences with difficulties and how they have contributed to my development. Establishing an environment in the classroom that sees errors as opportunities for improvement motivates students to take chances and immerse themselves fully in their education.

Conventional writing teaching usually centers around lengthy pieces such as essays and research papers, highlighting the importance of structure, grammar, and a formal style. Conversely, "adult writing," as explained by Paul Emerich France, encompasses brief and focused writing activities like emails, reports, and proposalsformats frequently utilized in work environments. France contends that by including real-life writing experiences in classrooms, student involvement is increased, and they become better prepared for the communication challenges they will face in the future.

To integrate more "adult writing" into my teaching, I can create assignments that reflect real-world situations. For example, students might compose emails addressed to an imaginary principal suggesting a new initiative for the school or prepare a short report that outlines what was discussed in class. Completing these tasks would enhance writing abilities as well as foster critical thinking and the capacity to solve problems. Offering students real audiences for their writing, like showcasing their work on a class blog or sharing it with classmates, can increase their motivation even more.

The SOLO Taxonomy consists of five distinct levels.

The SOLO Taxonomy, created by Biggs and Collis, consists of five distinct levels that describe observed learning outcomes.

Wikipedia is an online platform that allows users to create, edit, and share information. It operates on a collaborative model, which means that anyone with internet access can contribute to the content. The vast collection of information covers numerous subjects, and it is continuously updated by volunteers around the world. As a free resource, it aims to provide knowledge to all, and its articles are often sourced from reliable references. Although it is a popular tool for research, users are encouraged to verify facts from additional sources.

Prestructural – The student has not understood the main idea.

Unistructural – The student presents a single pertinent point.

Multistructural – The student presents multiple relevant points, but they are not connected cohesively.

Relational – The student connects the points to form a cohesive entirety.

Extended Abstract – The student relates to different fields and broadens the concepts.

ASCD

Using the SOLO Taxonomy can help in creating writing assignments that gradually push students' thinking abilities. A writing prompt focused on environmental concerns might begin by pinpointing major issues (Unistructural), followed by examining different effects (Multistructural), exploring connections between causes and outcomes (Relational), and ultimately suggesting creative solutions (Extended Abstract). By using this method, tasks are made suitably challenging and contribute to the growth of advanced thinking skills.

3. Writing Must Not Be Considered an Isolated Subject

France argues that writing ought to be seen as part of all subjects rather than a distinct discipline, as it is essential for education in every area of study. He points out that writing acts as a method for thinking and comprehension, rather than merely a way to communicate. Integrating writing across all subjects allows students to enhance their understanding and memory of the material.

The possible lasting effects of direct and structured writing teaching involve stronger critical thinking abilities, improved communication skills, and greater success in academic settings. Learners develop the ability to structure their thoughts, express their ideas effectively, and connect with the material on a deeper level. Additionally, these abilities can be applied in different real-life situations, equipping students for achievements outside of school.

Kegan and Lahey suggest that true positive feedback has three important characteristics:

Feedback must be given in person, focusing on the individual directly.

Specific: It must describe specific actions or behaviors that were worthy of praise.

Non-attributive: Feedback needs to center on what the person does instead of linking their achievements to natural characteristics or attributes.

These traits guarantee that the feedback holds significance and makes a difference.

Thinking back to a moment when my supervisor gave me feedback, I remember an instance where the comments were vague and not detailed. The supervisor said, "You're performing well," but did not give specific examples or suggestions for how to improve. I felt unsure about which actions to keep or change. Conversely, feedback that is clear, detailed, and not personally directed would have been more beneficial for my professional development.

2. Attributive compared to. Non-assignable Response

Attributive feedback emphasizes the innate characteristics or qualities of a person, for instance, stating, "You have a natural ability to lead. " In contrast, non-attributive feedback concentrates on particular actions or behaviors, such as saying, "You managed the meeting well by making sure everyone could contribute. "

Feedback that is non-attributive is usually favored since it offers valuable and practical information. Individuals can recognize their successful actions and repeat them in the future by concentrating on particular behaviors. Positive attributive feedback might not provide specific directions for sustaining or enhancing performance.

3. Changing Basic Compliments into Significant Insights

A leader has the ability to change a general compliment into a more significant remark by clearly outlining the specific actions of the person and how those actions made a difference. For instance, rather than expressing, "Good job," a leader could state, "Your thorough analysis in the meeting provided clear guidance on the project's direction for the team. " This method recognizes the person's effort while also encouraging the actions that contributed to the achievement.

ASCD

Clear communication is essential to avoid misinterpretations in professional exchanges with coworkers. Leaders can make sure their messages are understood and received correctly by clearly expressing their observations and feedback. This creates an environment of openness and confidence, making colleagues feel appreciated and encouraging them to participate positively.

1. Kegan and Lahey propose that positive feedback is most effective when it is specific, genuine, and uplifting. Feedback needs to emphasize specific actions or behaviors instead of vague statements, clearly highlighting what was performed successfully. The feedback should originate from a place of genuine sincerity, where the individual providing it truly values the effort made. Furthermore, it ought to inspire, offering a feeling of encouragement and assurance to keep progressing. There was a moment I recall when my manager provided me with input regarding a project I had completed. Rather than simply stating, "Good job," they highlighted particular elements of my work that were impressive, including my method of tackling the problem-solving stage and the effectiveness of my communication. This feedback aligned with the suggestions of Kegan and Lahey as it recognized specific actions and offered encouragement to continue making progress.

2. Attributive feedback emphasizes a person's natural qualities or traits, like "You excel at communication" or "You consistently energize the team. " This form of feedback often brings attention to characteristics regarded as constant and unalterable. Non-attributive feedback emphasizes particular actions or behaviors, such as saying, "I liked how you detailed the project timeline during the meeting," or "Your meticulousness in this report enhanced its clarity. " This type of feedback is often favored as it offers practical insights that individuals can consider and use for improvement. It is generally more focused on behaviors that can be changed or strengthened and is less likely to be open to personal interpretation.

3. A leader can turn a general praise into a more significant remark by detailing what the person did effectively and how it benefited the team or project. A leader could express appreciation by saying, "I was impressed by how you managed the client meeting today, especially your clear and confident response to their concerns," instead of simply stating, "You're doing a great job. " Your method significantly advanced the discussion. This input is not only precise but also shows the impact of the individual's actions. Clear and specific feedback through direct communication can help avoid confusion by making sure that everyone understands what is expected and valued. When leaders express their ideas in a clear manner, it minimizes the likelihood of misunderstandings and assumptions, enabling team members to modify their actions as needed.

For deliberate practice, I focus on breaking down complex skills into smaller steps and giving students multiple chances to practice. In Algebra 2, I use scaffolded problems and offer immediate feedback so students can learn from mistakes. This helps them develop mastery over time rather than just rushing through assignments. I also include review checkpoints to reinforce correct strategies. Students are more motivated when they see clear progress.

Understanding that learning is social, I include structured peer interaction in my classes. In person, this may involve group work or math talks; online, it includes peer replies in discussion boards. When students explain their thinking to others, they deepen their own understanding. I find that even struggling students gain confidence by engaging in dialogue. These interactions build a stronger learning community.

To promote cognitive engagement, I design tasks that go beyond memorization and require reasoning or application. I ask open-ended questions and encourage students to justify their answers. In both statistics and Algebra 2, I use real-life problems that challenge them to apply concepts. This keeps them actively involved and thinking critically. Engagement leads to stronger understanding and better retention.

2:One strategy I use often is retrieval practice, which helps students remember information long-term. I include warm-up problems, weekly review quizzes, and cumulative questions in both in-person and online formats. These activities encourage students to recall what they’ve learned without notes. For example, I might ask a question from a past unit at the start of class. Over time, students become more confident and fluent in recalling key concepts. It’s a simple but powerful way to strengthen memory.

In my classroom, I balance structured literacy instruction with playful learning by blending direct instruction with interactive, student-centered activities. I use explicit phonics or vocabulary instruction, followed by games like word sorts, story-building dice, or digital tools like Kahoot to reinforce skills in a fun way. Playful learning encourages student engagement and helps them apply skills in authentic contexts. Opportunities to further integrate these approaches include using more drama, role-play, and collaborative storytelling. These activities support language development and comprehension while keeping students excited about learning. Blending structure with creativity helps meet the diverse needs of learners.

I recall a time when a student misread a word and interpreted a sentence in a completely different way—this led to a great class discussion on context clues and multiple meanings. Rather than correcting it right away, I used it as a teaching moment to explore how readers make meaning. It helped students feel safe to take risks and understand that mistakes are part of learning. I can create more of these moments by encouraging students to share their thinking aloud, and by modeling a curious, nonjudgmental attitude toward errors. Including reflective journaling or “favorite mistake of the week” discussions could celebrate these steps. These practices build confidence and deepen understanding.

To make writing as central as reading, I integrate writing activities across all subjects and give students frequent opportunities to respond to texts in writing. I use reading journals, response prompts, and shared writing exercises that connect directly to the texts we read. Students also write their own endings to stories, craft opinion pieces, or explain math reasoning to build writing fluency. Implementing a daily writing routine, even in small bursts, helps reinforce the writing process. Peer review and student publishing opportunities can further elevate the role of writing. These structures ensure students see themselves as both readers and writers.

1. In the interview, Hernandez states that "rote memorization and just teaching the mechanics won’t cut it anymore. We need to go beyond that." What, according to him, must educators highlight? 

To focus more on the purpose behind learning. What are we here to do? What can we do with all this information and content-creation capability at our fingertips? How do we make good ethical decisions? As educators, we have to ask ourselves how we can use these tools to help connect students to learning that they are excited about and to develop critical thinking and advanced research skills—the kinds of skills they need to solve problems in their community and their lives. I honestly think that the more we explore it, the more AI could reveal what learning needs to be about today. 

Explain why you agree or disagree with his argument. 

Well, lets face it, “Cramming for tests” (Rote Memorization) will never go away. The reason that knowledge is forgotten, after a cramming session, is multifold. The information is not used often. If was not interesting or important to the student. Those are realities. Ofcourse, we hope that what we teach is interesting to students, and important. But chances are, the students are not interested nor do they feel that what we teach is important. That’s just a fact. We can however, TRY to make our content interesting and convince our students why some of the content is important. 

2. When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions? 

3. So the tools the author loves are ones that support his teaching goals, and they tend to be the basic ones, the workhorses. For example, there’s the camera app on your phone—that’s a huge one for me and my students. How can I use that to manipulate time, with slow motion or time-lapse or even just freezing on a particular moment to analyze it more closely? I also love the Voice Memos native app on the iPhone, so we can capture conversations between people, or natural sounds of the world around us, or our own commentary or self-reflection on a project. I see digital books as a great tool for creativity and for multimedia research projects where students are combining different artifacts, whether it’s photography, video, text, or links to external resources. I also love

Keynote, which is a presentation app that’s great for creating explainer videos. These are the workhorses that help me spark students’ creativity and resourcefulness. 

We use digital cameras, & cell phones for our Multi-Media projects. Along with imacs, the true workhorse of the Multi-Media landscape. I believe that COVID initiated Google apps. The critical “MEET” app, and highly successful, Classroom and Docs. All these apps facilitated information exchange during the COVID era. Now, we use them as if we always had. 

4. Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why? 

First, they have a strong vision for changing the assumptions around learning, and second, they make time for themselves to come up for air and explore what’s going on beyond their own school site or district. They find resources and people who are doing exciting things and who can inspire and support their staff in trying new things. I am not in a leadership position at my site, but do feel that I am an effective educator. I feel that I do know how to get information across and see the affects of distributing this information and the results are completed projects that show high levels of efficiency in a given software program, or in the use of a DSLR camera.

2.       The basic tools that Hernandez is excited about are tools that are accessible to both teachers and students. He explains that we always navigate to the “shiny new tools”, but the “workhorses” are exciting in and of themselves. He uses the camera on the phone to manipulate time, slow motion, time lapse, or even freezing a moment to analyze it closely. He also uses Voice Memo—an iPhone app—to capture conversations and sounds in nature. He suggests that we try digital books for creativity and multi-media projects. He also suggests that Keynote is an excellent presentation app that works well for explainer videos. I have yet to use any of the tools that he mentions, but I think I will try Keynote next year and see if it engages the students more than Google slides.

3.       Hernandez lists two things that truly innovative school leaders do. The first is they have a strong vision for changing the assumptions around learning. The second is that they make time for themselves to come up for air and explore what’s going on beyond their own school site or district. They find the resources and people who are doing exciting things and bring it back to our school site. The topic that resonates most for me is the making tome to explore beyond our school. I think that our leaders are invited to walkthroughs at other sites and if they find something that looks amazing, they should bring it back to us.

2.       We all know that a student’s “mistake” can lead to a meaningful learning moment when it's seen not as failure, but as part of the learning process. Allyn emphasizes that mistakes are opportunities for growth, especially when teachers respond with encouragement and curiosity rather than correction alone. My students are not afraid to take risks in our classroom. This occurs when we read and students are afraid to read a word because of the uncertainty of the pronunciation. I have taught them early on that we don’t interrupt fluency and that a reader has to ask how to pronounce a word because we don’t interrupt. This allows students to feel confident enough to attempt at words, but also know that they can ask for help if needed. This ensures that nobody is laughed at during reading.

3.        According to Pam Allyn writing should be just as central to literacy instruction as reading. She argues that writing reinforces comprehension. Writing also deepens our critical thinking skills, and helps our students find their voice. To achieve this balance, she encourages teachers to create intentional, joyful, and consistent writing opportunities that correspond with reading instruction. I use many of her suggestions. My routines include quick write—aka warm-ups—where my students respond to what we have read. My AP kids keep a journal about short stories, novels, and poems that are assigned. I also use exit tickets where students explain what they learned and what they still want clarification about. This type of structure writing helps students become thoughtful about learning. 

2. The first strategy under the heading, “When the Science of Learning and Teaching Intersect’ is to unleash student curiosity with cognitive interest clues. I do this when I begin my lessons with a provocative question or dilemma related to a theme in a novel or poem. A recent example is when my students addressed whether or not “revenge ever justified” before we read Hamlet. This sparked curiosity and resulted in a discussion and analytical writing that was profound. The next strategy is making learning visual. We just finished Hamlet and we would watch clips from the major events from the play. This helped me students dive deeper into the play. For the final, my students did a One-Pager that included theme, setting, plot, characters, key quotes, analysis, theory, and images. What the students produced was nothing short of phenomenal. The third strategy is to engage students in thinking about their learning with high-level questions.  I did this with my AP students by having them analyze one of our tragic characters motivations or decisions, and compare them to real-life situations. Most of my kids used their forensic class and synthesized how recent cases included poisoning a person. They were able to delve deeper into plotting to kill and revenge. The final strategy is engaging our students in writing to learn—which is also known as “cognitive writing.” I did this by having my students keep a dialectical journal while reading Hamlet. They used quotes from the text and then analyzed, questioned, and reacted for assessment.

2:According to the article, SEL practices work when implemented thoughtfully, meaning they’re embedded in classroom culture rather than treated as isolated add-ons. In my context, this means being intentional about building relationships, modeling emotional intelligence, and making time for reflection. I can thoughtfully implement SEL by starting class with brief check-ins, integrating moments of mindfulness, and explicitly teaching self-management strategies during stressful times like exams. It also means aligning SEL strategies with my subject area—for example, using group work in math to encourage collaboration, empathy, and perseverance. Thoughtful implementation also requires consistency and buy-in from the whole staff, so I plan to collaborate more with colleagues on shared norms.

3:We already have several strong resources in place to support SEL, and I believe with more intentional use, they can be even more impactful. The Habitudes curriculum offers concrete language and stories that help students connect with core values like grit, integrity, and empathy. I can reference those regularly and tie them to classroom behaviors and decision-making moments. PBIS provides a framework for recognizing positive behaviors, and I can align my classroom expectations with school-wide goals to reinforce consistency. Additionally, our school core values can be incorporated into daily routines and discussions—perhaps by highlighting a value of the week and encouraging students to reflect on it in journals or class discussions. All these tools provide a strong foundation, and by weaving them into lessons and classroom interactions, I can help students grow socially and emotionally as well as academically.

Hernandez argues that educators must highlight critical thinking, creativity, and real-world applications rather than relying solely on rote memorization and mechanics. I completely agree with his argument because in today’s rapidly changing world, students need to develop skills that allow them to analyze, evaluate, and apply knowledge in various contexts. Simply memorizing facts does not prepare students for real-life challenges or complex problem-solving situations. By focusing on deeper understanding, educators can foster a love for learning and encourage students to become lifelong learners. Moreover, emphasizing these skills helps students adapt to various environments and prepares them for future careers where such competencies are essential.

Using Basic Digital Tools

Hernandez mentions the importance of "basic ones, the workhorses," referring to fundamental digital tools that facilitate collaboration and learning. I currently use tools like Google Docs and Google Classroom to enhance my teaching practice. These platforms allow for easy sharing of resources, collaborative project work, and real-time feedback among students. Additionally, I can leverage free tools like Padlet for brainstorming sessions or Kahoot for interactive quizzes that engage students in a fun way. By incorporating these basic digital tools, I can create a more dynamic and interactive learning environment that caters to various learning styles.

Innovative School Leaders

Among the two things that truly innovative school leaders do, the focus on fostering a culture of collaboration resonates with me the most. A collaborative culture encourages teachers to share ideas, resources, and best practices, which can lead to improved instructional strategies and student outcomes. When teachers feel supported and empowered to collaborate, it creates a sense of community and shared responsibility for student success. I believe that fostering such an environment can significantly enhance teacher morale and motivation, ultimately translating into better learning experiences for students. By prioritizing collaboration, school leaders can drive meaningful change and create a positive school culture that benefits everyone involved.

One way to apply the first insight, which emphasizes that learning is a process, is by incorporating spaced practice into my instructional routine. Instead of cramming information into a single lesson, I can create a curriculum that revisits key concepts over time, allowing students to reinforce their understanding. For the second insight, which highlights the importance of retrieval practice, I can implement regular low-stakes quizzes or reflection activities that prompt students to recall previously learned material. This not only strengthens memory retention but also builds their confidence in their knowledge. The third insight emphasizes the role of feedback in learning; I can provide timely, specific, and constructive feedback on assignments, helping students understand their strengths and areas for improvement. Lastly, the fourth insight focuses on the significance of social interaction; I can encourage collaborative learning through group projects and discussions, allowing students to learn from one another and deepen their understanding of the material.

Applying Strategies from the Intersection of Learning Science and Teaching

One effective strategy from the intersection of learning science and teaching is the use of formative assessments to guide instruction. In my classroom, this looks like implementing regular check-ins, such as exit tickets or quick polls, to gauge student understanding of the material covered in class. By analyzing the results, I can identify which concepts need further clarification or which students may require additional support. This approach not only informs my teaching but also allows students to take ownership of their learning by reflecting on their own understanding. Additionally, it fosters a growth mindset by emphasizing that learning is a journey, and mastery comes through continuous effort and feedback. By integrating formative assessments into my practice, I can create a responsive learning environment that meets the needs of all students.

Currently, I balance structured literacy instruction with playful learning by incorporating engaging activities that reinforce key concepts while allowing for creativity. For example, during phonics lessons, I use games that involve word-building or sound-matching, which keeps students motivated and encourages exploration. I also integrate storytelling sessions where students can create their own narratives, weaving in the skills learned during structured lessons. Opportunities exist to further integrate these approaches by incorporating more project-based learning activities that focus on literacy, such as creating a class book or a puppet show based on a story read in class. This blend not only maintains the rigor of structured literacy but also nurtures a love for learning through play, making literacy enjoyable and meaningful for students.

Celebrating Learning Moments from Mistakes

One memorable instance of a student’s mistake leading to a meaningful learning moment occurred when a student mispronounced a complex word during a reading session, which sparked a discussion about word origins and meanings. Recognizing the value of this moment, I can create more opportunities to celebrate and learn from such developmental steps by establishing a classroom culture that embraces mistakes as part of the learning process. I could implement a "Learning from Mistakes" wall, where students can share their errors and the insights gained from them, reinforcing the idea that mistakes are valuable learning opportunities. Additionally, I can regularly incorporate reflection activities where students analyze their work and discuss what they learned from their challenges. By fostering an environment that values growth and resilience, students will feel more comfortable taking risks in their literacy development.

Making Writing Central to Literacy Instruction

To make writing as central to my literacy instruction as reading, I could implement a structured writing workshop model that emphasizes the writing process. This would involve dedicating regular time for students to engage in pre-writing, drafting, revising, and sharing their work, similar to how we approach reading comprehension. Additionally, I can incorporate writing across various subjects, encouraging students to write reflections, summaries, and creative pieces related to their learning in science, social studies, and even math. Establishing peer review sessions can further enhance this practice, as students learn to give and receive feedback on their writing, fostering a collaborative learning environment. By prioritizing writing and integrating it into all aspects of literacy instruction, I can help students see the connection between reading and writing, reinforcing their overall literacy skills.

2:Attributive feedback assigns personal traits to someone, such as calling them “kind,” “smart,” or “hardworking.” While it may seem positive, it can feel generic or even inaccurate if the person doesn't always see themselves that way. Non-attributive feedback, on the other hand, focuses on specific behaviors or actions, making it more actionable and believable. For example, instead of saying “You’re a great communicator,” a non-attributive approach would be, “Your clear email about the project timeline helped everyone stay on track.” Non-attributive feedback is more preferable because it validates effort based on actual performance and encourages repeated behaviors.

3:A leader can transform a generic compliment into a more meaningful observation by naming the exact behavior, explaining its positive impact, and speaking directly to the person involved. For instance, instead of saying, “Nice job,” a leader could say, “I appreciated how you handled the team discussion — you gave everyone a chance to speak, which built trust in the group.” This approach not only feels more sincere but also reinforces effective behavior. Direct communication in professional settings is crucial for clarity and trust. When we clearly state expectations, observations, or concerns, we reduce the chances of confusion or misinterpretation. This kind of openness fosters healthier collaboration and avoids the passive-aggressive behavior that can sometimes arise when things are left unsaid.

2) I think these digital tools spark the creativity and curiosity in students. We didn't have these when I was in High School. But these are great mechanism to focus the students on the learning. I try to use them as often as I can despite my unease of new technology. I know I am teaching a different generation that wants to make video, etc... I need to focus on things that work for them and not just things that worked for me in High School. Especially if they are free resources at the students' fingertips.

3) The one that resonates with me is the idea of coming up for air. Sometimes we get stuck at what we are doing at our own school. There are great teachers everywhere in this country that we can learn from. A few months ago I got to go to Sacramento for a conference on Thinking Classrooms. It was great to collaborate with teachers from another part of the state. They had ideas that worked for them and their community. It was great to see this in action and to glean ideas from them.

learning (Listed under the heading "Learning--What the Science Says") into your

instructional practice.

Strategy instruction and modeling.” Basically, these studies suggest that

students learn better when teachers “show and tell” new skills and

knowledge—for example, guiding students verbally through the process for

solving word problems (find the problem, organize information in the problem,

plan to solve the problem, and solve the problem) while using worked-out

examples and diagrams to help them visualize the process.

I always demonstrate in real time how I do everything that I teach. I even

record myself and post a Youtube, so students can rewind to their hearts

content and listen to their favorite Professor Armstrong, drone on and on, how

to do complicated computer graphics. But I do inject humor a lot and to tell

them, “You can make BANK” doing this stuff, so better listen up”. LOL

Discuss how you can apply one of the four strategies listed under the heading "When

the Science of Learning and Teaching Intersect" into your own instructional practice.

What does that look like in your classroom?

Make learning visual. Across a few dozen studies, we found teaching

strategies that tapped into the power of dual coding by pairing verbal and

visual learning. For example, the use of graphics, visuals, videos, illustrations,

and concrete examples significantly enhanced students’ acquisition of new

factual (declarative) knowledge. We labeled this strategy “visualizations and

concrete examples.”

Integrating the science of learning into instructional practice means applying research-backed

strategies to enhance student learning and engagement. This involves incorporating principles

like retrieval practice, spaced practice, interleaving, and feedback to optimize learning

outcomes, and also creating learning environments that foster social and emotional

development.

The science of learning is the study of how people learn, drawing on research in cognitive

science and educational psychology. It aims to identify effective teaching strategies based on

how the brain processes and retains information.

Key Principles:

Some key principles derived from the science of learning include:

● Retrieval Practice: Actively retrieving information from memory strengthens

learning. This can be done through quizzes, flashcards, or recall exercises.

●

● Spaced Practice: Reviewing material at spaced intervals, rather than cramming,

improves retention.

●

● Interleaving: Mixing up related topics during practice helps students differentiate

between concepts.

2) I would like to focus on "We only learn what we think about". I think of the four this is my weakest area. I just want the students to get to the right answer. I want to answer the question so we can move on. But sometimes it is better to sit and think about a single topic. Most of the time it is better to have more depth in a subject that breadth. I need to allow my students more time to think and ponder a topic.

2) Many times a student will answer a question incorrectly in my class. What I try to do is find out their reasoning. Because in class students make the same mistakes. So if I can respond to a student's mistake in class, that will allow the other students to not make the same one. It also allows me to understand the problem from the student's perspective. I get the material because I am the teacher. But I forget what it is like to be a confused student again!

3) It is difficult to constantly make writing an important part of the math classroom. So what I usually do is have students write a 1-2 sentence explanation on how they got the answer. When I give extra credit, I incorporate writing into it. Students make a poster of a problem, but they have to describe how they are solving it. They have to pretend someone who has never done the work would understand. This only happens when they write out their explanations.

2) As I get to know my students, I see what motivates them. This could be from one of many factors. I try to see what can get them interested in the material. When I do this, there is more buy-in to what is happening. If the students feel safe with me they are more likely to work. If they feel connected they are more likely to engage with the material. The more they feel the curriculum is relevant to their lives the more likely they are to participate.

3) Every student has a different story and background. Every student has a different motivation/reason to work and participate. The more we can figure out those reasons, the more likely we are to succeed and connect with the students. One way I do this is by their mathematician project. Students do a report on a famous mathematician. Many of the students pick someone who is like them or who they connected with. That way they are sharing their own story through the experiences of the mathematician.

When discussing digital platforms, Hernandez mentions his excitement about "basic ones, the workhorses," referring to free tools like Google Docs, Slides, and Forms. These tools facilitate collaboration, allowing students to work together in real-time, share feedback, and co-create content. In my practice, I utilize Google Docs for collaborative writing assignments, enabling students to edit and comment on each other's work. Google Slides is employed for group presentations, fostering teamwork and communication skills. Google Forms serves as a tool for quizzes and surveys, providing immediate feedback and data collection capabilities. These tools are accessible and user-friendly, making them effective for enhancing student engagement and learning outcomes.

Hernandez identifies two key practices of truly innovative school leaders: they encourage experimentation and support teacher autonomy. The practice that resonates most with me is the encouragement of experimentation. By fostering a culture where teachers feel safe to try new methods and approaches, leaders can inspire innovation and continuous improvement. This environment empowers educators to tailor their teaching strategies to meet the diverse needs of their students, leading to more effective and personalized instruction. Encouraging experimentation also promotes professional growth among teachers, as they reflect on their practices and learn from both successes and challenges. Such a dynamic and responsive educational setting ultimately benefits students, preparing them to be adaptable and lifelong learners.

Under the section "When the Science of Learning and Teaching Intersect," one of the strategies is "Spacing and Retrieval Practice." I can apply this by intentionally revisiting key concepts over time instead of teaching them once and moving on. In my classroom, this looks like spiral reviews—brief activities or warm-ups that bring back content from earlier in the unit or semester. For example, if we learned about the Bill of Rights in September, I might include a short analysis or multiple-choice question related to it in November to reinforce and deepen understanding. This strategy helps combat forgetting and allows students to build stronger, long-term retention. Over time, I’ve found this also boosts student confidence because they recognize what they remember and how far they’ve come.

One memorable moment of learning came when a student misspelled “knight” as “nite” during a story-writing activity. Rather than correcting her immediately, I asked why she thought it was spelled that way, and we had a class discussion on homophones and silent letters. It turned into a rich learning experience for everyone. To create more opportunities like this, I can establish a “learning wall” where students post interesting errors and what they discovered through them. This would help normalize mistakes as part of the learning journey and promote a growth mindset around literacy development.

To make writing as central as reading in my literacy instruction, I can adopt consistent daily writing routines, such as morning journals or response-to-reading logs. I might also implement writer’s workshop sessions with mini-lessons, peer conferencing, and publishing opportunities. Integrating writing across subjects—for example, having students write reflections in science or history—can also help reinforce literacy skills. Additionally, sharing student writing publicly through class books or bulletin boards can build motivation and confidence. These practices ensure students see themselves as authors and communicators, not just readers.

To integrate culturally responsive teaching, I can intentionally include literature, primary sources, and media from a variety of cultural backgrounds, especially those represented in my student population. For example, when teaching U.S. history, I can include narratives from diverse voices—such as Black journalists during Reconstruction or Latinx activists during the Chicano Movement—and create projects where students explore their own family or community histories. I can also use open-ended discussion prompts that encourage students to bring in their cultural knowledge and experiences. Celebrating culturally significant dates and traditions in the classroom provides another entry point for connection and relevance. These approaches not only engage students but affirm their identities as assets in the learning process.

The article's emphasis on the diversity within Black experiences reminds me that it’s critical to go beyond monolithic narratives. I can create opportunities to highlight this diversity by including units that explore the different regions, movements, and cultural expressions within the Black community—from Afro-Caribbean immigration stories to the Harlem Renaissance to contemporary Black artists and thinkers. Encouraging student-led inquiry projects where students research figures or movements tied to their own heritage or interests also brings this diversity to life. In classroom discussions and assignments, I can normalize intersectional conversations about race, gender, class, and identity. Celebrating this complexity helps students see that their multifaceted selves belong in the curriculum and the classroom.

Of the five leadership components that Ventura identifies—focus, feedback, accountability, support, and distributed leadership—the one I find most impactful is support. When leaders actively support teachers with time, tools, and emotional encouragement, collaboration becomes more productive and meaningful. I experienced this during a schoolwide literacy initiative when our principal ensured every teacher had access to training, collaborative planning time, and ongoing coaching. Because we felt supported, our department was more willing to share honest struggles and experiment with new instructional strategies, ultimately improving student engagement in reading. That kind of leadership helped build trust and momentum, which carried the work forward beyond a single year.

I recall a PLC meeting where several key conditions for collaboration were missing—particularly a shared focus and clear accountability. The meeting lacked an agenda, and the team didn’t have a common goal or student data to guide the discussion. As a result, the conversation drifted into unrelated topics, and no decisions or next steps were made. Without clarity and purpose, the time felt wasted, and team morale dipped. That experience showed me how essential it is to have structured goals and expectations in place to ensure collaboration leads to actual improvement in teaching and learning.

The purpose of the artifact circles activity is to create a space where students share personal artifacts—such as photos, drawings, or meaningful items—and use them as prompts to discuss their lived experiences. This practice helps educators and peers better understand students’ identities, cultures, and perspectives. In my school, this could take the form of a beginning-of-the-year advisory activity where students bring in something that represents their story and present it in a safe, small group setting. Teachers could also participate, modeling vulnerability and mutual respect. This activity would promote empathy, trust, and a deeper connection within the classroom community.

Based on Abbotsford’s experience, I would recommend that my school or district adopt a few key practices to meaningfully center student voice. First, implement routine, structured student listening sessions to gather feedback on instruction, campus climate, and equity. Second, incorporate student voice into professional development—whether through student panels, quotes, or videos that guide staff learning. Third, invite students to participate in school committees or decision-making bodies so their perspectives directly influence policies. Lastly, embed reflective activities like artifact circles or student storytelling into the curriculum to affirm identity and build relational trust. These changes would not only honor student agency but also lead to more responsive and equitable learning environments.

The conventional classroom model typically features a single teacher managing all aspects of instruction, planning, assessment, and classroom management, often in isolation. In contrast, the NEW team teaching approach is collaborative and divides responsibilities among multiple educators, including certified teachers, paraprofessionals, and instructional coaches. The NEW model is designed to address diverse student needs more effectively by enabling specialists to intervene early and regularly, offer enrichment, or work closely with small groups. It also addresses teacher needs by distributing the workload and encouraging peer support and growth. While the traditional model can be isolating and overwhelming, the NEW model fosters shared accountability, continuous feedback, and professional collaboration.

Teacher autonomy in the NEW model shifts from working alone to making shared decisions within a team, which can enhance job satisfaction when the culture values mutual respect and professional voice. Teachers still have the freedom to innovate and contribute their strengths, but within a more collaborative and sustainable system. This balance can be especially rewarding, as educators feel less alone and more empowered. Furthermore, the NEW model addresses multiple educational goals at once: it supports student achievement through differentiated instruction, improves teacher retention by reducing burnout, and builds a culture of continuous improvement. This multi-pronged impact makes the NEW model a compelling blueprint for modern schooling.

According to Hernandez, educators must highlight creativity, critical thinking, and real-world application rather than focusing solely on memorization and technical skills. As an art teacher, I completely agree with his argument. In the arts, it's never just about learning how to draw or use a camera, it's about expressing ideas, exploring identity, and connecting with the world around us. Teaching only the mechanics stifles creativity and fails to prepare students for a world that values innovation and adaptability. By emphasizing process, personal voice, and problem-solving, we empower students to be not just technically competent but also emotionally and intellectually engaged.

The author also refers to tools like Google Docs, Slides, and YouTube platforms that are accessible and versatile. I use these tools regularly in my classroom. Google Slides, for example, is excellent for digital portfolios and student-led critiques. Google Docs allows students to reflect on their creative process and collaborate on artist statements. YouTube serves as a powerful tool for sharing tutorials, showcasing student work, and engaging with contemporary artists. These "basic" tools support both the creation and presentation aspects of art education, making it easier for students to share their work and learn beyond the classroom.

The one that resonates most with me is that innovative school leaders trust their teachers to take risks and support them when they do. This trust is essential in the arts, where experimentation and stepping outside the norm are key to growth. When administrators support creative teaching and give us space to try new methods or projects even if they don’t go perfectly it fosters a culture of innovation. That kind of support allows me to model risk-taking for my students, which is a valuable lesson in both art and life.

As a photography teacher, I can apply each of the four insights about the process of learning into my classroom in practical ways. First, to ensure students are engaged, I design projects that allow them to explore personal or socially relevant themes, such as identity, culture, or current events. When students feel a personal connection to their work, their motivation and creativity naturally increase. Second, I help students connect new learning to prior knowledge by revisiting familiar experiences like using their phone cameras before diving into more complex concepts like manual settings or studio lighting. This scaffolding helps students better understand and retain new information. Third, I regularly incorporate retrieval practice through mini challenges and photo critiques. For example, students may be asked to identify and apply compositional techniques like the rule of thirds or leading lines in a quick photo assignment, encouraging them to recall and use what they've previously learned. Finally, I prioritize feedback to support improvement. Peer critiques, self-reflections, and one-on-one check-ins allow students to receive and process feedback in a meaningful way, which helps them grow as photographers and thinkers.

One of the four strategies from the section "When the Science of Learning and Teaching Intersect" that I apply in my classroom is creating opportunities for spaced practice. Rather than teaching a concept once and moving on, I revisit core photography skills such as composition, exposure, and editing across multiple projects throughout the semester. Students may initially learn about composition in a basic still-life unit, then apply those same principles in a portrait series, and later refine them in a final narrative photo essay. This repeated exposure, spread out over time and across different creative challenges, helps reinforce learning and supports long-term retention.

In my photography classroom, I balance structured literacy instruction with playful learning by combining direct teaching of visual concepts like composition, lighting, and narrative structure with open-ended creative projects. I may begin a unit with a lesson on photo essays and visual storytelling techniques, then give students freedom to explore those ideas through playful experimentation with their cameras or phones. This blend allows students to build technical vocabulary and reading comprehension of images while engaging in hands-on, joyful creation. There’s still room to expand this balance further by incorporating more collaborative, game-based critique sessions or storytelling prompts that spark imagination alongside skill-building.

A powerful learning moment happened when a student accidentally used the wrong white balance setting on their camera, causing all their photos to have an blue smurf like tint. Instead of treating it as a failure, we analyzed the emotional tone it created and how color can be used intentionally to convey mood. The mistake turned into a meaningful discussion about artistic intention and creative control.

To create more of these moments, I can build reflection time into the process encouraging students to explain their decisions, even if unintentional or. happy. accidents, and explore how unexpected outcomes can inspire new ideas. Celebrating these moments helps normalize risk-taking and reinforces that learning is a journey, not a checklist.

To make writing as central to my literacy instruction as reading, I can continue integrating written components such as artist statements, daily photos, and peer critiques. These allow students to articulate their creative choices, analyze the work of others, and build confidence in their written voice. I could also implement regular low-stakes writing prompts tied to visual analysis, such as asking students to "read" an image and write a short narrative or caption based on describing it and its visual cues. These structures support not just visual literacy, but language development and critical thinking as well.

The concept of a “comprehensive ecosystem of support” resonates with me as a teacher because students thrive when they feel emotionally safe and seen. In my classroom, I can build that ecosystem by creating a space where students are encouraged to express their identities through their art without fear of judgment. Strategies I can adopt include regular one-on-one check-ins, collaborative critique circles that emphasize respect and growth, and establishing classroom norms that prioritize inclusion and empathy. I also aim to showcase student work prominently both in school and online so they feel their voices matter and their stories are worth sharing.

Culturally responsive teaching is essential in photography because visual storytelling is inherently personal and cultural. I can integrate students’ cultural backgrounds into my curriculum by designing projects that ask them to explore their heritage, family traditions, or communities. A photo essay project could center on “What Home Means to Me,” allowing students to define that concept through the lens of their lived experiences. I also incorporate examples of photographers from a wide range of racial, cultural, and geographic backgrounds to reflect the diversity of student identities and challenge narrow representations in mainstream media.

To acknowledge the diversity within black experiences as emphasized in the article, and I can intentionally include assignments and discussions that explore the complexity of identity. This might involve inviting guest artists or photographers from diverse backgrounds, including black creatives whose work spans genres and perspectives, or curating image collections that reflect the richness of black culture beyond common stereotypes. Also, offering open-ended projects where students define their own themes allows them to bring their multifaceted identities into their work. By encouraging authentic storytelling and recognizing the layers within each student’s experience, I can help cultivate a classroom that celebrates individuality and shared humanity.

According to Hattie's research, feedback is the most effective factor in improving student achievement. In my art department, we can implement feedback by creating a culture of ongoing, constructive critique. This can be achieved by incorporating regular peer reviews where students provide feedback to each other’s work, as well as teacher feedback that is specific, timely, and actionable. At the school or district level, leadership can foster this practice by providing professional development on how to give effective feedback and encouraging teachers to prioritize formative assessment practices. Having structured opportunities for feedback during projects can also ensure students are guided toward improvement throughout their creative process, not just at the final stage.

One of the leadership components that significantly influences effective collaboration is providing clear goals and expectations. Having clear goals such as mastering specific photo-editing software. helps ensure that everyone is on the same page and working toward the same outcomes. I found this particularly impactful when my department collaborated to create a unified curriculum. By setting specific goals for each semester, we were able to focus our efforts on developing cohesive learning experiences for students and better align our teaching strategies. This clarity allowed us to be more intentional with our assessments and lesson planning, leading to greater consistency in student success.

In one meeting, the lack of trust and respect between colleagues significantly impacted the effectiveness of our collaboration. Without an environment where people felt safe to share ideas, our discussions became focused on defending opinions rather than exploring new ways to improve our curriculum. This lack of openness led to limited feedback on student work and stalled progress in making the department’s projects more inclusive and reflective of student interests. To improve this in future meetings, it’s essential that leadership fosters an atmosphere where all voices are valued, and everyone feels comfortable sharing without fear of judgment. Trust-building activities or having a neutral facilitator might help ensure that collaboration is more productive and aligned with student learning goals.

The four strategies used in Abbotsford can be adapted to address challenges in my art department by focusing on collaborative inquiry, student-driven learning, fostering community connections, and providing ongoing support for teachers. Collaborative inquiry in my classroom could involve interdisciplinary projects where students collaborate with peers from other departments, such as history or English, to explore themes like social justice through visual art. To enhance student-driven learning, I could allow students to choose their projects and explore themes that resonate with them personally, fostering a sense of ownership in their learning. To foster community connections, we could invite local artists or community leaders to collaborate with students, helping them see the impact of art beyond the classroom. Lastly, providing ongoing support for teachers could be achieved through professional development focused on best practices for integrating student voice and creativity into art instruction.

The "artifact circles" activity mentioned in the article serves as a platform for students to share and reflect on their work in a structured, supportive environment, allowing them to receive constructive feedback, articulate their creative process, and learn from others’ perspectives. In my school, this could look like regular critique sessions where students present their artwork to the class in small groups or circles. They would discuss their artistic choices, reflect on how their work communicates ideas, and engage in discussions that help them appreciate the diverse artistic expressions of their peers.

Based on the Abbotsford experience, I would recommend several strategies to meaningfully center student voice and agency in my school or district. Incorporating choice in assignments, allowing students to select the medium or theme for projects based on their personal interests, would foster deeper engagement and personal investment in their work. Second, organizing student-led exhibitions and critiques would empower students to curate their own shows and lead discussions, giving them ownership of the learning and creative process. Additionally, establishing regular feedback loops where students give feedback on lessons, projects, and teaching methods would ensure their perspectives shape the curriculum. Collaborative, project-based learning that addresses real-world issues would help students see the connection between art and societal themes. Lastly, offering mentorship opportunities by connecting students with local artists or alumni would provide real-world perspectives on their artistic growth.

These strategies would help create a more inclusive and dynamic learning environment, where students feel heard, valued, and empowered in their educational journey.

learning in your classroom?

Balancing structured literacy instruction with playful learning in the classroom involves creating a dynamic environment where students can engage in both focused instruction and playful exploration. This can be achieved by incorporating playful activities that reinforce literacy concepts and scaffolding learning through guided play and discovery.

Phonics Games:

Use games like charades, clapping games, or board games to practice phonics skills.

Reading Comprehension Activities:

.Incorporate role-playing or recreating scenes from books to enhance comprehension.

What opportunities exist to further integrate these approaches?

The most difficult problem for students with dyslexia is learning to read. Unfortunately, popularly employed reading approaches, such as Guided Reading or Balanced Literacy, are not effective

for struggling readers. These approaches are especially ineffective for students with dyslexia because they do not focus on the decoding skills these students need to succeed in reading.

What does work is Structured Literacy, which prepares students to decode words in an explicit and systematic manner. This approach not only helps students with dyslexia, but there is substantial evidence that it is more effective for all readers.

The elements of Structured Literacy instruction Phonology. Phonology is the study of sound structure of spoken words and is a critical element

of Structured Language instruction. Phonological awareness includes rhyming, counting words in spoken sentence, and clapping syllables in spoken words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their

component sounds, which are called phonemes. A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds in the language. For

example, the word cap has three phonemes (/k/, /ă/, /p/), and the word clasp has five phonemes

(/k/, /l/, /ă/, /s/, /p/).

Sound-Symbol Association. Once students have developed the awareness of phonemes of spoken language, they must learn how to map the phonemes to symbols or printed letters.

Sound-symbol association must be taught and mastered in two directions: visual to auditory (reading) and auditory to visual (spelling). Additionally, students must master the blending of sounds and letters into words as well as the segmenting of whole words into the individual

sounds. The instruction of sound-symbol associations is often referred to as phonics. Although phonics is a component of Structured Literacy, it is embedded within a rich and deep language

context.

Think about a time when a student’s “mistake” led to a meaningful learning moment.

How might you create more opportunities to celebrate and learn from these

developmental steps in literacy?

A growth mindset is essential when learning from failure. Take the example of Thomas Edison, who experienced numerous failures before inventing the electric light bulb. Rather than seeing

each failed attempt as a defeat, Edison embraced a growth mindset. He famously said, “I have not failed.

Mistakes can be potent learning opportunities when approached with a growth mindset, which views setbacks as valuable experiences for personal and professional development. By acknowledging mistakes, analyzing their root causes, and actively implementing corrective actions, individuals can transform errors into invaluable lessons, fostering resilience, enhanced

skills, and deeper understanding.

Here's a more detailed look at how mistakes can be a learning experience:

1. Acknowledge and Accept the Mistake:

Recognizing that errors are a natural part of the learning process is the first step in

turning them into growth opportunities.

Avoid defensiveness or self-blame, and instead, view the mistake as an opportunity to learn and improve.

What structures or practices could you implement to make writing as central to your literacy instruction as reading?

A structured literacy approach provides: explicit, systematic, and sequential teaching of literacy at multiple levels – phonemes, letter–sound relationships, syllable patterns, morphemes, vocabulary, sentence structure, paragraph structure, and text structure.

cumulative practice and ongoing review.

1. Annotate the text

This strategy includes encouraging students to provide their own commentary on a text by highlighting key sections, writing notes or circling words to research. This practice can help students engage with the nuances of a text and improve their reading comprehension. It can also allow teachers to understand a student's relationship to reading and their learning process. When assigning a text for homework, it may be helpful to provide some annotation tools, such as a list of shorthand symbols to write next to the text.

Related: 9 Annotation Tools That Can Help You Succeed

Work in teams

Another helpful literacy strategy is to have students work in groups on class assignments to encourage collaborative discussion when reading and analyzing a text. This strategy can help students develop key communication skills and learn how to ask constructive questions. Students can discuss a reading question in groups and present that information aloud or read a text together and identify important elements. Consider grouping students with different skills and strengths so they can learn from one another.

Related: 7 Top Methods for Teaching Excellent Communication Skills

Read aloud

Consider dedicating a portion of class time to reading a book aloud. Listening to a text

may help some students improve their active listening skills, which can deepen their ability to concentrate on new information and develop their own reflections. If you read in a conversational tone, students can also learn how to use new vocabulary words and become more engaged in a story. Consider selecting material that discusses a familiar

subject to students, such as a topic from a current lesson or a common interest.

article. A comprehensive ecosystem of support refers to a network of resources,

organizations, and individuals that work together to provide comprehensive support

to individuals, businesses, or communities. It encompasses various elements like

assessment and reporting, technical assistance, and funding, aiming to foster

growth, resilience, and overall well-being.

What strategies could you adopt or adapt in your high school classroom to ensure that students feel safe, valued, and connected?

To foster a safe, valued, and connected high school classroom, teachers can implement strategies like establishing clear expectations and routines, building relationships with students, and creating a diverse and inclusive learning environment. Additionally, promoting student voice

and choice, and actively addressing issues as they arise are crucial.

Here's a more detailed breakdown:

1. Establishing Clear Expectations and Routines:

Clear Rules and Procedures:

Define clear expectations for behavior and communication, ensuring students

understand what's expected and how they can contribute positively. Consistent Enforcement: Model positive behavior and consistently address disruptions and conflicts, creating a sense of predictability and security.

Morning Meetings/Gatherings:

Start each day with a class-wide gathering to address emotional needs and build a

sense of community.

Building Relationships with Students:

Active Listening:

Actively listen to students' concerns and perspectives, showing that their voices matter.

Individualized Attention:

Take time to connect with students individually, showing genuine interest in their lives and experiences.

Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?

Practice Cultural Sensitivity

While it’s important to keep an open dialogue amongst students, it’s equally as important to make sure you’re being sensitive to everyone’s culture, beliefs, and language concerns. Take the time to understand each student’s cultural nuances – from learning styles to the language they use – and use these insights to design your lesson plans.

For example, provide English language learners with appropriate and relevant resourcesthat help them improve their English comprehension skills. Rather than teach with a traditional lecture style, create learning experiences that are more interactive and require

collaboration. These considerations will help ensure that every student feels included, is given the space to learn in their own way and is given a chance to succeed.

9. Incorporate Diversity in the Lesson Plan

The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. For example, broaden history lessons so that they encompass the world beyond United States history and culture. Or, use references and analogies to other cultures in your lessons and assignments to help students with diverse backgrounds personally connect. Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to different subjects.There are several ways you can ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the cultures represented in your classroom and the course you’re teaching. Regardless of the subject, always try to present and connect lessons to real-world issues. It’s easier to promote cultural awareness within your lessons when there’s a real example for students to relate to.

The article emphasizes the importance of acknowledging the diversity within Black

experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?

To celebrate student identities and histories, educators can create opportunities for student voice, incorporate diverse learning materials, and cultivate a culturally responsive classroom environment.This includes recognizing and celebrating achievements, fostering community, and encouraging students to share their experiences. 

Here's a more detailed look at how to implement these strategies:

1. Fostering a Positive and Inclusive Classroom Culture:

• Establishing Clear Expectations:

  From the beginning of the year, establish classroom norms that emphasize respect, inclusivity, and the value of diverse perspectives. 

• Building a Sense of Community:

  Create activities that encourage collaboration and interaction among students from diverse backgrounds. 

• Regularly Assess and Evaluate:

  Continuously evaluate the classroom environment to ensure it remains inclusive and welcoming. 

2. Incorporate Diverse Learning Materials and Experiences:

• Diverse Curricula: Select books, articles, and other materials that reflect the diversity of student backgrounds, cultures, and experiences. 

• Multicultural Library: Build a library of books, films, and other resources that represent a wide range of cultures and perspectives. 

• Guest Speakers and Interviews: Invite guest speakers from diverse backgrounds to share their experiences and expertise. 

1. Learning is a process of connecting new information to prior knowledge: To apply this, I start each new unit by activating students’ background knowledge through a quick-write or group discussion. For example, before teaching a unit on the U.S. Constitution, I ask students what they already know about laws, rules, and authority, then connect those ideas to the concept of a national government and founding documents. This creates a bridge between what they already understand and the new material.

2. Learning requires effort and practice: I apply this through regular retrieval practice and low-stakes quizzes that reinforce prior content. I often use exit tickets or weekly review games (like Kahoot!) to encourage recall. These activities emphasize that struggle and repetition are part of the learning process, helping students retain information over time.

3. Feedback is essential to learning: I give timely, specific feedback on formative assessments and use peer review sessions in writing assignments. Instead of just telling students they got something wrong, I explain why and provide a chance for revision. For example, in essay assignments, I highlight strengths and suggest one or two focused areas for improvement, then allow resubmissions.

4. Learners must be active participants in their learning: I design lessons with inquiry-based approaches, such as Socratic seminars, debates, and project-based learning. In my government class, students take on roles in a mock Congress, proposing and debating bills, which requires them to apply course concepts actively and think critically.

2. Discuss how you can apply one of the four strategies listed under the heading "When the Science of Learning and Teaching Intersect" into your own instructional practice. What does that look like in your classroom?
   One strategy that stands out is “Use classroom talk purposefully”. In my classroom, I intentionally design opportunities for structured academic discourse. For example, I use “Think-Pair-Share” and “Four Corners” to get students talking about complex historical or civic issues. When discussing topics like voting rights or the balance of power, I pose open-ended questions and allow students to articulate their reasoning, support their answers with evidence, and respond respectfully to opposing views. I also use sentence stems and discussion protocols to guide conversations and help students stay focused on the content. By making classroom talk purposeful, I create an environment where students are not only engaging with the material but also learning how to communicate, reason, and build knowledge collaboratively. This fosters deeper understanding and empowers them to take ownership of their learning.

One area where I could further integrate these approaches is through thematic project-based learning that encourages students to explore literacy concepts through creative play. For example, students could work on creating a class book or an interactive digital story based on the texts they are studying. This would allow them to play with language, character development, and narrative structures while grounding these playful activities in literacy skills.

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?
   One memorable “mistake” occurred during a spelling lesson when a student wrote the word "friend" as "freind." Instead of correcting it immediately, I asked the student and the class to think about why this might be a mistake and how we could fix it. This prompted a rich conversation about vowel patterns and the challenges of English spelling. By engaging the class in the error, we turned it into a collaborative learning opportunity.

To create more opportunities for celebrating mistakes in literacy, I could implement “mistake journals” where students document errors they make in spelling, grammar, or comprehension and reflect on why those mistakes occurred. This would foster a growth mindset and encourage students to view mistakes as part of the learning process, not something to avoid. Additionally, I could celebrate mistakes in class by highlighting them in group discussions, showing how they can lead to better understanding.

I can also ensure students feel valued by celebrating their strengths, recognizing their achievements, and creating space for them to share their stories. Partnering with counselors, support staff, and families as part of this ecosystem can further ensure that students are seen as whole individuals. By embedding culturally affirming practices and holding high expectations within a supportive framework, I can create a space where all students thrive and feel genuinely connected.

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?
   Culturally responsive teaching requires recognizing and incorporating students' lived experiences, languages, traditions, and histories into the curriculum. One way to do this is by including authors, historical figures, and narratives that reflect the racial, cultural, and linguistic diversity of my students. In my history or civics curriculum, for example, I can highlight movements led by leaders of color, discuss contributions from various cultures to democratic development, and draw parallels between current events and students’ community experiences.

Another approach is to invite students to connect assignments to their backgrounds—such as family history projects, community issue analyses, or media reflections. Providing opportunities for students to use their home languages or cultural knowledge as academic strengths also reinforces engagement and relevance. These practices not only validate students’ identities but also deepen their investment in learning by demonstrating that their voices and experiences matter.

In the district, collective teacher efficacy can be strengthened by offering cross-school collaboration opportunities, such as vertical articulation meetings, inter-site lesson studies, or teacher-led workshops. When teachers believe their efforts can positively affect student learning—and when this belief is supported by evidence and professional community—student outcomes improve markedly.

2. Which of the five leadership components that significantly influence effective collaboration do you find most impactful when you engage in professional collaboration? Describe an instance in which you found that particular component especially impactful.
   Of the five leadership components Ventura outlines, promoting goal-oriented collaboration is the most impactful in my experience. Clear, shared goals provide direction and accountability, allowing collaborative teams to remain focused and aligned in their efforts.

I recall a time when our department was tasked with redesigning common assessments to better align with state standards. Our principal guided the process by helping us set specific learning targets, establish a timeline, and use formative assessment data to inform revisions. Because the goal was clearly defined and data-driven, our collaboration remained productive. Teachers contributed meaningfully, shared resources, and adjusted instruction in real-time. The result was not only stronger assessments but also an improved instructional approach that better supported students. Goal-oriented collaboration helped keep everyone motivated and ensured that our efforts had a direct impact on student learning.

3. Discuss a time when one or more of the conditions for collaboration discussed in the article were missing in a meeting, PLC, or other collaborative setting. How did the missing condition(s) impact the effectiveness of the meeting?
   One critical time when conditions for collaboration were lacking was during an early-year PLC meeting where we were asked to analyze student data without having a clear goal or shared norms. Because a clear purpose and trust were missing—two of the essential conditions Ventura discusses—our discussion lacked focus, and some team members were reluctant to share honestly.

Without an agreed-upon direction or a sense of psychological safety, the meeting drifted into vague complaints rather than generating action-oriented solutions. Participants were hesitant to offer feedback or bring up student-centered concerns, and as a result, we left the meeting with no actionable steps. This experience demonstrated to me that collaboration without trust and clarity leads to frustration and wasted time. Since then, our team has worked to establish norms, assign clear roles, and begin each session with a defined purpose, which has drastically improved our productivity and morale.

1. How might the four strategies used in Abbotsford be adapted to address different challenges in your district, school, or department?
   The four strategies used in Abbotsford—student empathy interviews, artifact circles, student-led equity projects, and a districtwide student advisory council—can be powerful tools when adapted to meet the specific needs and challenges of a school or district. For instance, in a school struggling with student disengagement, implementing student empathy interviews can help staff understand the root causes behind lack of motivation or attendance issues directly from the student perspective.

In my school, where we aim to increase culturally responsive teaching, student-led equity projects could empower students to research and present on issues affecting their lived experiences, encouraging authentic dialogue and solutions. For departments grappling with curriculum relevance, artifact circles can open space for educators to examine classroom materials through student voices and identities. Finally, a student advisory council could give students regular access to school leaders, making student feedback a core part of decision-making, especially when it comes to school climate and policies.

2. Describe the purpose of the "artifact circles" activity mentioned in the article. How might this look like in your school?
   The “artifact circles” are designed as structured conversations where students and staff examine classroom artifacts (e.g., assignments, assessments, syllabi) to uncover the underlying messages and values those materials communicate. The purpose is to make learning more inclusive and equitable by encouraging reflection on whether curriculum and instruction truly affirm students’ identities and voices.

In my school, artifact circles could be held within departments once a quarter. For example, English teachers could bring sample assignments or reading lists, and students could share how they feel represented—or not—in the material. This could then guide teachers in modifying content or instructional approaches. By involving students in these conversations, we not only improve instructional equity but also foster stronger relationships and trust. Making students co-reviewers of their learning environments is a powerful way to build relevance and responsiveness into our teaching.

3. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.
   To meaningfully center student voice and agency, I propose the following recommendations based on Abbotsford’s success:

1. Conduct Empathy Interviews at the Start of the Year: Invite a diverse range of students to participate in one-on-one or small group conversations with teachers and administrators to share their educational experiences, challenges, and hopes.

2. Establish Student Equity Leadership Teams: Create opportunities for students to identify inequities in their educational experience and co-lead solutions alongside teachers or staff.

3. Incorporate Student Feedback into Instructional Planning: Teachers can use exit tickets, reflection journals, or peer-to-peer surveys to gather ongoing student input about classroom culture, content relevance, and teaching methods.

4. Launch a Formal Student Advisory Council: This body should meet regularly with site and district leadership, ensuring that student perspectives inform policy, discipline, and school improvement initiatives.

5. Create Professional Development Around Student Voice: Provide training for educators on listening deeply, analyzing student feedback, and creating systems that uplift student agency in everyday instruction.

These actions would foster a more democratic, responsive, and inclusive school culture—where students feel seen, heard, and empowered to shape their educational journeys.

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?
I remember a time when a student repeatedly confused the words “bought” and “brought” in both reading and writing. Instead of correcting the mistake outright, I used it as a teachable moment for the entire class. We explored both words, created sentence examples together, and even made a class anchor chart comparing commonly confused terms. That moment not only helped the student internalize the difference but also encouraged others to ask questions without fear.
To create more of these moments, I can adopt a “growth lens” approach by publicly acknowledging when errors become opportunities for discovery. This includes using student work as discussion tools (with permission), encouraging peer editing in a positive tone, and hosting “celebrate your mistake” days where students share something they learned from getting something wrong. Mistakes should be reframed as part of the learning journey, especially in literacy where development is non-linear and deeply personal.

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?
To elevate writing alongside reading, I can implement daily writing routines such as journaling, quick writes, and response-to-text activities. These practices encourage fluency and expression without the pressure of perfection. Additionally, integrating writing across content areas—such as having students write science observations or history reflections—helps them see writing as a versatile communication tool.
Another structure would be writing workshops that include modeling, independent practice, and peer feedback. Students benefit from seeing the writing process modeled through think-alouds and teacher-created samples. Publishing student work—through classroom books, bulletin boards, or digital platforms—also reinforces the importance of writing. Finally, pairing reading with writing tasks (e.g., writing alternate endings, character diaries, or opinion letters) builds comprehension while giving students a voice. These practices support the development of students as readers and writers and make literacy instruction a more holistic and empowering experience.

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?
To make learning more relevant, I can first make a deliberate effort to know my students' cultural backgrounds through surveys, class discussions, or informal conversations. Then, I can integrate their cultures into the curriculum by selecting texts, examples, case studies, or projects that reflect their identities. For instance, when teaching literature, I can include authors from diverse backgrounds and facilitate discussions around themes like resilience, justice, and identity that resonate across cultures.
In social studies, incorporating current events, oral histories, and localized narratives can deepen engagement. Additionally, offering students the choice to design assignments that reflect their own experiences or community knowledge empowers them to take ownership of learning. Celebrating cultural holidays, traditions, and student work also communicates respect and affirmation. When students see themselves in the curriculum, they are more likely to participate, feel seen, and understand that their culture is valued in academic spaces.

3. The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?
To highlight the diversity within Black experiences, I would first ensure that my curriculum reflects a range of voices from the Black diaspora—not just focusing on trauma or struggle, but also on joy, innovation, and everyday excellence. For example, while discussing historical movements, I can include not only figures like Dr. Martin Luther King Jr. and Rosa Parks but also unsung local heroes, artists, scientists, and youth activists. I can also integrate contemporary voices through spoken word, podcasts, and digital storytelling.
Encouraging students to explore their own identities through reflective writing, creative projects, or peer interviews can deepen self-awareness and mutual respect. Creating space for student-led presentations or panels during Black History Month—or throughout the year—invites them to teach as well as learn. Ultimately, honoring intersectionality (race, gender, class, etc.) helps students understand the fullness of each other’s lived experiences and fosters a culture of true inclusivity.

Hattie's research).

Formative assessment results reflect the teacher’s instructional effort more than the students’ effort—as a critical factor influencing student achievement.

2. What are some ways this practice can be implemented and fostered in your department, school, or district?

Formative assessment can be implemented and fostered through various strategies, including incorporating diverse assessment methods, utilizing technology, and fostering a culture of reflection and feedback. These strategies aim to improve student learning and inform teaching practices.

1. Diverse Assessment Methods:

Class Discussions:

Encourage students to participate in discussions, share their thinking, and ask clarifying questions.

Self-Assessments:

Provide opportunities for students to reflect on their own understanding and progress.

Peer Assessments:

Facilitate peer feedback, where students offer constructive criticism and learn from each other.

Quizzes and Polls:

Use quick quizzes or polls to gauge student understanding and provide immediate feedback.

Entry and Exit Tickets:

Use short assessments at the beginning or end of class to check for understanding.

Performance-Based Assessments:

Evaluate student understanding through tasks like presentations, projects, or

simulations.

Rubrics:

Use rubrics to clarify expectations and provide specific feedback.

Which of the five leadership components that significantly influence effective collaboration do you find

most impactful when you engage in professional collaboration?

The conditions needed to impact change include: an action plan, collective efficacy, goals, formative evaluation, and instructional leadership.

An Action Plan to me, is the most impactful, because it defines what actions will happened after our collaboration. Will I see a noticeable change in student behavior/productivty? I believe that if the stakeholders agree on an action plan, including students and admin, then we can hold accountable, those that do not deliver on the agreed upon plan.

Describe an instance in which you found that particular component especially

impactful.

Action plans in a business environment, create deadlines. Deadlines affect production. Like a Domino

game, one piece triggers the next one to do something, usually fall over. But regardless, each domino

is dependent of the previous, to get moving.

Discuss a time when one or more of the conditions for collaboration discussed in the article

were missing in a meeting, PLC, or other collaborative setting.

Often times, right here in the classroom, if I don’t express the urgency of a looming deadline, then students become complacent and unproductive, because they think they can wait, or that I accept late work.

How did the missing condition(s) impact the effectiveness of the meeting?

When I fail to remind students of Goals, Deadlines, then, for the most part, they are not productive. They have lost the incentive to get to a certain point in a project. They think they

have another week, when they don’t. Students for the most part are procrastinators.

2.       I think that the most impactful leadership practice is when we “use data to make informed decisions”. The reason this comes to mind is because we recently participated with Scott Hamilton for a few hours to look at our NWEA data. At first, we were taken aback by the results. Then we started looking at factors that occurred in semester one. One of our teachers left and we played musical chairs to navigate how to fill her assignments. The data wasn’t authentic but we wanted to retest our kids and find out where they were lacking. I think that understanding the data is something that we can all learn from.

3.       A time when one or more of the conditions for effective collaboration were missing during a PLC meeting occurred when there was no clear focus or shared goal about what we were doing. It was odd because this particular meeting occurred years ago at the Palmdale PD site and it was an EL collaboration type of meeting but there was no defined agenda and we were off topic. I can attest that the “condition of collective clarity was absent”. I recall leaving, teachers without figuring out what my next steps would be. I felt like what were shared was simply to check a box that we met. I feel like I remained quiet and that my suggestions would be dismissed.  In addition, we were there with no data to examine. I have never attended one like this since this time and it wasn’t after Covid, so that couldn’t have been the issue. The missing condition made me feel like our collaboration was unproductive and we weren’t really there to find ways to support our students.

2. The purpose of artifact circles is to create a space where students and teachers can build trust and deepen our understanding through storytelling. In these circles, each of us would bring a personal item or "artifact" that represents our identity, experiences, and/or values. The goal is that by sharing these artifacts it will allow us to connect on a human level, which would move us beyond roles of student and teacher. The process helps is effective because it disrupts the power dynamics and encourages true dialogue and empathy. I can see how the artifact circles would expand our culturally responsive practices by validating the diversity of student and teachers’ backgrounds and lived experiences. In the end, we would lay the foundation for more meaningful relationships and inclusive school cultures. At our site we might work in a group and begin a dialogue with an artifact of “the stories we carry”. We should establish norms where only one person speaks at a time and everyone should listen. We should also explain that what is shared stays within the group.

3. The authors recommend that our schools intentionally create spaces where our students can share their lived experiences and influence decision-making. There is an emphasis on the importance of building relational trust between students and teachers to establish meaningful engagement. One recommendation that we should start with is using tools such as empathy interviews and possibly student shadowing to better understand our students' perspectives. They also recommend that professional learning be co-led by our students to ensure it reflects their real needs and perspectives. Schools are also encouraged to move beyond “tokenism” by including our students voices into policy, curriculum, and school culture. I am not sure where we can begin with this, but the authors argument that centering our students voice is essential for creating equitable and responsive educational environments.

1. Learning is a process, not a product. I will emphasize that mastery takes time and effort, encouraging students to view challenges as opportunities for growth rather than obstacles. By incorporating formative assessments regularly, I can provide feedback that focuses on their progress over time. This approach will help students understand that learning is iterative and involves making mistakes along the way. For instance, I might implement reflective journals where students document their learning journey, allowing them to see how they improve over time.

2. Prior knowledge affects new learning. To leverage this insight, I will begin lessons by activating students' prior knowledge through discussions or quick write-ups related to the new content. This strategy helps bridge connections between what they already know and what they are about to learn, facilitating deeper understanding. For example, before introducing a new science concept, I could ask students to share what they know about related topics or experiences. This not only engages them but also allows me to tailor my instruction based on their existing knowledge.

3. Learning is social and emotional. Recognizing that emotions play a significant role in learning, I will create a classroom environment that fosters collaboration and positive relationships among students. Group work and peer feedback sessions can enhance social interactions while also building emotional support networks within the classroom. Additionally, I will incorporate activities that promote empathy and understanding among peers, such as team-building exercises or discussions about diverse perspectives on various issues.

4. Practice makes permanent; it does not make perfect. To ensure effective practice in my classroom, I will focus on deliberate practice strategies that encourage students to engage with material meaningfully rather than mindlessly repeating tasks. This could involve breaking down complex skills into smaller components and providing targeted feedback after each attempt. For instance, in a writing class, instead of assigning multiple essays without guidance, I could have students focus on specific elements like thesis statements or evidence integration in isolation before combining them into full drafts.

One strategy from "When the Science of Learning and Teaching Intersect" that I can apply in my instructional practice is using retrieval practice effectively in my classroom:

I plan to implement regular low-stakes quizzes at the beginning or end of each lesson to reinforce previously learned material while also preparing students for future assessments. These quizzes will not only serve as a check for understanding but also help solidify information in long-term memory through retrieval practice techniques. For example, after teaching a unit on historical events, I might start each subsequent lesson with questions related to key dates or figures from that unit to refresh their memories and connect past content with new material being introduced. Additionally, I'll encourage students to create flashcards or use digital tools like Quizlet for self-testing outside of class hours as part of their study routines. This approach aligns with research indicating that frequent retrieval enhances retention more effectively than cramming before exams. By fostering an environment where retrieval practice is normalized and valued, I aim to improve overall student performance while reducing anxiety associated with high-stakes testing situations.

A memorable instance involved a student attempting to write the word "cat" and initially writing "kat." Instead of simply correcting it, we discussed the different sounds letters make and explored other words starting with 'c' and 'k', turning the "mistake" into an inquiry about letter-sound relationships and spelling patterns. This moment highlighted how children's approximations reveal their current understanding and provide valuable teaching opportunities. To create more such moments, I aim to foster a classroom culture where risk-taking in literacy is encouraged and celebrated as part of the learning process. Implementing "Writer's Workshop" where students share their writing, including inventive spelling, and receive constructive, encouraging feedback can normalize errors as steps towards mastery. Displaying student work, even with developmental spellings, and discussing the effort and thinking behind it validates their attempts and builds confidence, transforming potential frustration into productive learning experiences. To elevate writing to the same level of importance as reading, I could implement several structures and practices. Establishing a daily dedicated writing time, similar to reading time, signals its significance and provides consistent practice opportunities. Integrating writing across the curriculum, such as journaling about science observations or writing instructions for a math game, demonstrates its utility and relevance beyond isolated literacy blocks. Providing a wide variety of writing tools and surfaces (different papers, pens, clipboards, whiteboards) in accessible locations encourages spontaneous writing throughout the day. Furthermore, modeling writing processes explicitly, from brainstorming and drafting to revising and editing, makes the task less daunting and more manageable for young learners, showing them that writing is a process with multiple steps, just like reading involves various strategies

different challenges in your district, school, or department?

This framework unfolds around four domains—identity, belonging, mastery, and efficacy. The goal was to build a dynamic and radically inclusive learning space at Abbotsford where student leaders would develop a strong sense of voice and agency over time.

All of the strategies can be adapted in custom ways.

Identity: understanding individuality and confidence building exercises.

Belonging. Similar task. Avoiding alienation. Who is susceptible?

Mastery. The importance of a trade.

Efficacy. Instructor and Curriculum assessment.

Describe the purpose of the "artifact circles" activity mentioned in the article.

Later, students participated in “artifact circles” where they reflected in the circle on a particular item or keepsake, such as a photo, song, or object, that represented courage for them.

2. How might this look like in your school?

3. Artifacts can be cultural. Something used in a dance, or spiritual event. My grandfather use to take me to hunt for Native American Indian Arrowheads. I still have many that we found, and they give me great joy to know where we found them, and to wonder who made them.

4. Artifacts can be personal. A ring, a gift, a painting.

5. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.

Ask, “Who are you?”

It’s important for learners to bring their whole selves into a learning space. What experiences, culture, identity and interests do they bring to your learning space? This can set the standard for how students can find, hone or use their voice as an agent in their own learning. It can also help

educators connect with and learn from students.

2. Encourage under-engaged voices.

Some students are not engaged for a variety of reasons, such as a lack of challenge, confidence or connection. Some learners can be encouraged over time to be more confident

that they have good ideas, that they demonstrate their learning in meaningful ways or that they even matter as people. It’s not about being right or wrong; it’s about learning. Creating a classroom culture where students are praised for taking risks and showing courage can foster a more open and participatory learning environment.

3. Appreciate and lift underrepresented voices.

Many students who are minorities in spaces are often marginalized, intentionally or not intentionally, and left with a voice that does not seem to matter to those around them, let alone

in the decisions about their own education experiences. However, it’s important to not tokenize them and rely on them to be the voice of an entire group or community. Find ways for you and others to connect and empathize with each other.

4. Make lessons personally relevant.

Learners have diverse experiences and interests. Giving students an opportunity to provide

voice where they know and understand what their voice is, can help to make life connections

and build confidence with familiarity. It’s a way for them to find joy and make meaning in learning.

5. Give kids more time for processing.

It’s tough to formulate an opinion on something when you’re still trying to figure out what that opinion is. Providing that time to process and discuss with others will not only deepen understanding on a topic but will also provide time to hear other’s perspectives.

6. Allow for creative expression.

How learners express their thoughts and their learning can be powerful – and can be even more demonstrative of meeting competencies. Give students the opportunity to articulate their voice

in the most powerful way for them – art, poetry, video, a podcast, a blog, an essay or another activity – that can demonstrate authentic evidence in their learning.

2.
In the article, collaboration is shown to be a cornerstone of the school’s thriving culture and success. Teachers, administrators, and students regularly engage in shared decision-making and open communication, which fosters trust and a shared sense of purpose. This team-oriented approach ensures that initiatives are aligned with student needs and that everyone feels invested in the school’s mission. The collaborative culture also encourages professional learning communities where educators support one another’s growth and reflect on practice together. When students see adults modeling cooperation and respect, it reinforces those values in the student body, contributing to a more unified and positive school environment.

3.
One key lesson from the article is the power of aligning instruction with students’ cultural identities to create deeper engagement and stronger relationships. Another valuable takeaway is the importance of authentic collaboration—not just among staff, but including students’ voices in shaping school policies and priorities. The school’s focus on continuous reflection and responsiveness to community needs offers a model for adaptive leadership and growth. Prioritizing trust, empathy, and mutual respect among all stakeholders creates a foundation for meaningful change. Implementing these strategies in my own school could strengthen student achievement, improve morale, and deepen our school’s connection to the surrounding community.

2.
Thompson suggests a variety of celebration strategies, such as handwritten notes, staff shout-outs, social media recognition, and in-person acknowledgments. These methods are effective because they can be tailored to individuals’ preferences and create moments of genuine connection. Even simple gestures like a thank-you note can have a lasting impact when they are sincere and timely. According to Thompson, celebration is crucial in professional environments because it affirms people’s value, combats burnout, and creates a culture of gratitude. When celebration is part of the daily fabric of school life, it helps sustain educators through challenges and fosters a more joyful, resilient staff community.

3.
The principle that would impact my professional practice the most is “Be intentional.” Being intentional means recognizing the importance of deliberate action—especially when it comes to communication, recognition, and relationship-building. In my educational context, I can apply this by making a conscious effort to notice and acknowledge both small and large contributions from students and colleagues. For example, I can intentionally schedule time each week to write notes of appreciation to team members or to celebrate student milestones. I can also ensure that my classroom culture reflects intentional praise that is specific and meaningful, helping students understand the "why" behind the recognition. By being purposeful in my actions, I can build trust, motivation, and a more connected school community.

2.
The strategies in the article challenge traditional reading instruction by shifting the focus from general comprehension questions and summary tasks to the careful, deliberate examination of language at the sentence level. Traditional methods often prioritize plot or main idea over how meaning is constructed through syntax and word choice. Sentence-level analysis encourages students to slow down and engage with texts in a more analytical way, deepening their understanding of how authors use language to shape meaning. For diverse learners, including English language learners and students with learning differences, this approach provides a scaffolded way to access complex texts. It helps build their vocabulary, grammatical awareness, and confidence in interpreting challenging material. By making the mechanics of language visible and teachable, this strategy offers an inclusive, equitable approach that meets students where they are while pushing them to higher levels of literacy.

2. Name the five levels of the SOLO Taxonomy. How can the SOLO Taxonomy be used to design more effective writing tasks?
The five levels of the SOLO (Structure of Observed Learning Outcomes) Taxonomy are: Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract. At the Prestructural level, students have little understanding; Unistructural involves understanding one aspect; Multistructural involves understanding several aspects but not connecting them. At the Relational level, students make meaningful connections between ideas, and at the Extended Abstract level, they transfer understanding to new contexts or generate original insights. The SOLO Taxonomy helps teachers design writing tasks that gradually move students from surface-level responses to deep, transferable thinking. For example, an early writing task might ask students to list causes of an event (Multistructural), while a more advanced task could ask them to evaluate how those causes interacted and apply those ideas to a new situation (Extended Abstract). It offers a clear roadmap for scaffolding complexity in writing instruction and helps ensure that tasks promote genuine understanding rather than rote recall.

3. France argues that writing should not be treated as a separate subject. Explain his rationale. What are the potential long-term impacts of explicit and systematic writing instruction?
France believes that writing should be embedded across the curriculum rather than isolated within English or language arts classes. His rationale is that writing is a thinking process that supports learning in all disciplines—from history to science to math—and should therefore be integrated wherever students are asked to process and express ideas. Treating writing as a cross-disciplinary tool helps students internalize the idea that writing is not just for school assignments but is essential to communicating effectively in any field. The long-term impacts of explicit and systematic writing instruction include stronger critical thinking skills, better academic performance across subjects, and increased preparedness for college and careers. When students are taught how to write well and given consistent opportunities to practice, they develop the confidence and flexibility needed to tackle a wide range of writing challenges throughout their lives.

2. According to the article, what must be paired with failure to "get good" at anything? Discuss a time when you experienced this in your teaching experience. How can you communicate this idea to students?
According to Kay, failure must be paired with feedback to help anyone “get good” at a skill. Without meaningful feedback, failure becomes discouraging rather than instructional. I experienced this early in my teaching career when I tried implementing Socratic Seminars. My first few attempts were disorganized and didn’t result in meaningful discussion—but with feedback from a mentor and reflection on what didn’t work, I refined my approach and eventually made it a successful, regular part of my instruction. To communicate this idea to students, I can emphasize the importance of mistakes as part of the learning process and model how I use feedback to improve my own teaching. Creating a classroom culture where failure is seen as a stepping stone rather than a dead end helps students build resilience and a growth mindset.

2. Discuss the difference between attributive and non-attributive feedback. Which is more preferable? Why?
Attributive feedback focuses on praising an individual’s inherent traits—such as saying “You’re a natural teacher” or “You’re so smart.” Non-attributive feedback, on the other hand, emphasizes actions and choices—such as “The way you broke down that concept really helped students grasp it.” Non-attributive feedback is generally more preferable because it reinforces intentional behaviors and strategies, which can be repeated and improved upon. Attributive praise can feel vague or even cause pressure, especially if someone fears not living up to the label in the future. Non-attributive feedback helps create a growth mindset by focusing on effort, decisions, and skill development, rather than fixed qualities.

3. How might a leader transform a generic compliment into a more meaningful observation? Explain how direct communication might prevent misunderstandings in professional interactions with colleagues.
A leader can transform a generic compliment by grounding it in specific, observable evidence. For example, instead of saying, “You’re doing great work,” a leader might say, “The way you used think-pair-share today kept students engaged and led to deeper responses.” This shift makes the feedback more actionable and shows that the leader is paying close attention to the teacher’s practice. Direct communication also plays a critical role in avoiding misunderstandings. When leaders speak clearly and kindly about what they see and value, it reduces the chance of misinterpretation and builds trust. In professional settings, clarity and specificity help maintain respectful, effective relationships and support a culture of continual growth.

2.       The conventional classroom model places one teacher in charge of a group of students, often leading to isolation and burnout. In contrast, the team-teaching approach involves multiple educators collaborating in the same classroom, sharing responsibilities and supporting each other. Ingersoll and Audrain emphasize that team teaching provides opportunities for professional growth, mentorship, and real-time feedback. Unlike the traditional model, where teachers rarely observe one another, team teaching allows for ongoing peer learning. The authors argue that this collaborative model increases teacher retention by reducing stress and improving job satisfaction. Ultimately, while the conventional model emphasizes individual autonomy, team teaching can establish a culture of shared expertise and community. The NEW team-teaching model addresses the diverse needs of students by allowing multiple educators to differentiate instruction while providing targeted support. It also engages learners through a variation of teaching styles.

3.       I think that the NEW team-teaching model could increase teacher autonomy by giving us a greater voice in instructional decisions through collaboration.  I know that working in isolation often results in trying different strategies that are a hit or miss. A team teacher could result in bouncing ideas off of one another. The authors argue that this shared autonomy leads to increased job satisfaction and this is likely true.  I think we might feel more supported and realize that our ideas are valued within a team-based environment. Finally, the NEW team-teaching model will help us to address multiple educational goals simultaneously by combining our strengths to meet academic standards. There is also the need to support our kids social-emotional learning and a team could engage the kids in multiple ways. I think that it is possible that with shared planning and diverse expertise, we can develop inclusive practices and support student learning as a team.

2.       I think that collaboration amongst other teachers and administrators has helped us to find common goals for our students. We also have common goals as a team. One of Aimee Davis’s suggestions is that since we are multilingual and multicultural population, we should make sure that our students are more accepting and more curious about our differences. I think that our school does an excellent job at inclusivity. We have an array of students who feel that we do a great job making them feel accepted each day.

3.       One lesson that I might apply to my own classroom is to allow my students to lead and create. We are at the end of the school year and my kids have been tested to the brink this year and I would like to give them a Friday “game day”. I want the kids to run the games and teach one another how to play. I know that this will help my kids mentally because they are in need of a brain break. This will also allow my juniors to connect with their graduating class so that they establish relationships. My AP kids are testing and many will not be finished until next week, so I want them to do a presentation about a book that they love or hate. I think that this will help my students thrive both emotionally and academically.

2.       Victoria Thompson presents several celebration strategies, each effective in different ways. She explains that public recognition boosts morale and sets a positive tone, while private acknowledgments build trust through personal connection. She also comments on celebratory events and rituals and how they can strengthen team bonds and establish appreciation into our campus culture. She also expands on the notion of peer-to-peer recognition that promotes inclusivity and shared responsibility for celebrating success. There is also an emphasis that the most effective schools use a variation of strategies to meet diverse needs. Thompson emphasizes that celebration is crucial in our environment boosts morale by helping may of us feel seen and appreciated for our efforts. Moreover, recognition increases motivation and encourages continued growth. She is absolutely correct when she says that celebration strengthens workplace culture by fostering connections and collaborations among team members. Thompson writes, “When we take time to celebrate, we affirm the value of each person’s contribution.” Ultimately, celebration not only reinforces shared goals but also helps retain engaged, committed professionals.

3.       Thompson’s three principals that she lives by include “Finding ways to celebrate wins, no matter how big or small, which would be excellent for teacher morale. I think that having shout outs to all of the good things that are on campus boosts morale. Our ASB kids also create a wall with staff buddies that showcase our favorite things. I also think that that our admin cheering us on at the end of the year makes me feel more energized—they’re sort of like that coach who expects you to keep going. Specific ways that I use this with my department is by stopping in to say hello once a week. I also will deliver their mail and ask them if they need anything while complimenting everything that is great about them and their classrooms. Finally, I thank everyone from security to maintenance and make sure that they know that they are a vital at our site.

1. More one on one, smaller group instruction.

2. This is not necessarily innovative, but forward thinking and the best idea of the bunch.

3. Statistics on teaching efficacy indicate that when a teacher has a lower number of teacher to student ratio, the information retention is higher.

4. Students thrive with more personal attention in the educational environment.

5. Smaller class sizes allow for more field trips.

What are some of the pros and cons of implementing such a model?

6. Expense.

7. It costs more to have more teachers on campus.

8. Pro? More individualized instruction.

9. Higher learning and retention.

10. Better moral.

11. Less teacher burn-out.

How might this look in your classroom, department, school, or district?

I would love smaller class sizes.

With 35 plus students, it’s hard to give one on one instruction.

Students would learn faster and more.

I could get thru more lessons with a smaller class size.

We could purchase higher end computers, if we needed.

Compare and contrast the conventional classroom model with the NEW team teaching approach.

Conventional vs NEW Team teaching. New is better because it allows for more teaching styles to be present at the same time.

Explain how the NEW model addresses the diverse needs of students and teachers.

With more teachers = more perspective

More styles of teaching

More methods of assessment

Different backgrounds of teachers

More ideas and lesson plans to discover

What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model?

I hope that teachers like the NEW model.

Having smaller class sizes is always better.

Having access to more teachers in one classroom, is also preferable.

More supervision.

More one-on-one instruction.

How might the NEW model address multiple educational goals simultaneously?

One educational goal is high test scores.

One-on-one and smaller classes historically bring higher achievement.

Think Private Schools.

Better Moral.

Lower teacher attrition.

Hernandez argues that educators must focus on the purpose behind learning and the real-world application of knowledge. Rather than simply memorizing facts, students should be encouraged to use what they learn to make ethical decisions, solve problems, and engage in creative thinking. I agree with this argument, especially in the context of teaching Spanish. While memorization of vocabulary is important, it’s equally vital for students to understand how to use that vocabulary in real-world situations, such as in conversations or writing. By connecting learning to practical applications, students are more likely to retain knowledge and develop critical thinking skills. It also fosters a deeper understanding of language and culture, which is key in a subject like Spanish.

2. When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions?

I use several basic tools in my Spanish classroom that help engage students while building their skills. For instance, I use GimKit, a game-based platform that allows me to review Spanish vocabulary and sentences with my students in a fun and interactive way. Students can practice vocabulary in a competitive environment, which helps them retain words and phrases. I also use basic tools like Voice Memos to encourage students to record themselves speaking Spanish, giving them the opportunity to practice pronunciation and fluency. These free tools are effective because they’re simple and flexible, allowing me to adapt them to different learning objectives and student needs. They also make it easier to foster creativity, something Hernandez emphasizes as crucial for student engagement.

3. Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why?

The aspect that most resonates with me is Hernandez’s point that innovative school leaders should have a strong vision for changing the assumptions around learning. This is particularly important in the context of language teaching, where the traditional focus on grammar and vocabulary needs to evolve to include real-world language use, cultural context, and creative expression. As a Spanish teacher, having a clear vision for what I want my students to achieve helps me structure my lessons in a way that emphasizes authentic communication rather than rote learning. I believe that school leaders who prioritize this shift in mindset can create an environment where innovation in teaching is possible and where students can thrive in a more dynamic, practical approach to learning.

4. What advice do you have for school leaders for supporting innovation and creativity like you’re talking about in teaching and learning?

For school leaders to support innovation, they need to create an environment that encourages experimentation and supports teachers in taking intellectual and creative risks. This could mean offering professional development opportunities or providing access to resources like books, online courses, and digital tools. In my own teaching of Spanish, I’ve found that experimenting with new tools and methods, such as integrating technology into language practice or exploring cultural topics more deeply, requires support and understanding from leadership. Leaders who value creativity and innovative approaches foster a sense of freedom and encouragement among teachers, which ultimately benefits students. Allowing teachers to explore new strategies can be crucial in making education more engaging and effective.

5. How do you use technology to connect students to learning that excites them and helps them build transferable skills?

I use technology in my Spanish classroom to connect students to learning in ways that are both engaging and meaningful. GimKit, for instance, not only helps students learn vocabulary but also encourages them to work collaboratively and apply their knowledge creatively. Students enjoy the interactive, game-like environment, which makes learning feel less like a chore and more like a fun challenge. Additionally, I encourage students to use online tools like Duolingo and Google Translate to practice their skills outside of the classroom, building their autonomy and reinforcing learning. These tools also foster critical thinking, as students must evaluate translations and use language accurately in different contexts. Overall, technology helps make learning more personalized and transferable to real-world situations, which aligns with Hernandez’s emphasis on purpose-driven education.

2.     These strategies challenge traditional reading instruction by allowing students the opportunity to grapple with a sentence and apply the decoding to help them with analytical and inferential skills. I work with EL and ELTEL students and it is essential that we work with the text. I do not isolate our explication of sentences and paragraphs to only EL students because all students benefit from understanding the nuances of what we read. I teach AP students and they also need to understand how to decode sentences. I am fortunate because by the time they come to my class, they already have learned these skills from previous classes. I know that the implications for teaching reading strategies are always positive and students need direct instruction.

2.     The SOLO Taxonomy, developed by John Biggs and Kevin Collis, outlines five levels of increasing complexity in student understanding. At the pre-structural level, students show little to no understanding, and their responses are often irrelevant. The uni-structural level reflects a basic grasp of one relevant aspect, but without connection to broader ideas. At the multi-structural level, students understand several relevant ideas, though these are treated independently and not integrated. The relational level indicates a deeper understanding, where students connect ideas into a coherent whole. Finally, the extended abstract level represents the most advanced thinking, where students generalize, theorize, and apply their understanding to new situations. This taxonomy is widely used to assess and support the development of deeper learning. I think that by using SOLO Taxonomy as a scaffold, we can prepare students for writing assignments that are appropriately challenging for different levels of learners along with outlining our expectations for growth. SOLO also allows for more detailed feedback and assessment based on where our  student’s writing currently falls within this taxonomy.

3.     France argues that writing should not be treated as a separate subject because writing is a fundamental skill that supports thinking, learning, and communication across all areas of the curriculum. When we assume that writing is isolated into language arts or English classes, our students often view writing as a technical task rather than a tool for understanding and communication. France believes, and rightfully so, that writing should be embedded in every subject—math, science, history, and beyond—since it encourages our students to make sense of content while reflecting on their learning, and approaching ways to communicate their understanding clearly. The long-term impact of this integrated approach will likely be significant. Students will write to develop a deeper, more adaptable command of writing because they practice it regularly in multiple contexts. Kids will learn to write for different purposes and audiences, which is how writing functions in the real world. This will prepare them for academic success along with the ability to write in their future careers and civic engagement. The long term results would mirror a clear, purposeful communication that is essential. This argument is why, treating writing as a cross-disciplinary tool rather than an isolated subject helps cultivate more thoughtful, confident, and capable learners.

Culturally responsive instruction fosters a sense of belonging and acceptance by acknowledging and valuing students' diverse backgrounds, experiences, and perspectives. This creates a learning environment where students feel seen, heard, and respected, leading to increased

engagement and a greater sense of ownership over their education.

Incorporating Diverse Content:

Curricula are enriched with diverse voices, perspectives, and narratives, allowing students to see their own identities and experiences reflected in the material. This helps students feel more connected to the subject matter and builds cultural pride.

Building Positive Relationships:

Culturally responsive teachers foster strong relationships with students, creating a safe and supportive learning environment where students feel comfortable sharing their ideas and

experiences. This builds trust and rapport, which is crucial for student engagement and learning.

Understanding Individual Needs:

Teachers learn about students' backgrounds, experiences, and learning preferences, allowing them to adapt their teaching strategies to meet the needs of all learners. This creates a more

inclusive and equitable learning environment where all students can thrive.

Engaging Families and Communities:

Teachers actively involve families and communities in the learning process, building a strong

support network for students. This helps students feel connected to their communities and

strengthens their sense of belonging.

How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?

As a staff, we collaborate during PD days. They tend to be interesting and engaging:

Our goals for collaboration are”

Collaboration among teachers, administrators, and students significantly enhances school

success and culture by fostering a sense of community, improving communication, and promoting student engagement. This collaboration leads to more cohesive instruction, shared

leadership, and a supportive learning environment, ultimately benefiting all members of the

school community.

1. Fostering a Sense of Community and Belonging:

When teachers, administrators, and students work together, it creates a shared sense of

purpose and belonging.

This shared experience can lead to a more positive and supportive school environment

where students feel valued and respected. Collaborative efforts can also model positive behavior for students, encouraging them to

support each other and take on leadership roles.

What lessons learned from this successful neighborhood school might you apply in your own school or

district?

One thing this Furness school has is good attendance. At AVHS we need to keep this in mind.

Are are offering classes that make a difference? SHOP, AUTO, CTE? These are are trade school type courses that give students skills that are in demand, and allow students to work while attending school and immediately afterwards.Seems like moral improved not only with

staff, but students as well.

schools.

The role of positive recognition extends far beyond handing our tokens of achievement – it triggers a psychological response that creates intrinsic motivation, fostering self-esteem, and enriching the overall learning experience

However, it’s just as important to celebrate the adults who make great things happen,

too. It’s undeniable—and unfortunate—that education is often a profession where

teachers feel unappreciated. Research supports this: Only 46 percent of educators feel they have respect from the general public, and about 1 in 10 teachers (9 percent) report needing more support from government, administrators, and other key stakeholders. Yet studies show that when educators are recognized

for their work, it transforms school culture, builds leadership capacity, and creates

stronger communities. When educators feel supported and valued

through meaningful acknowledgment of their work, they’re more likely to stay in the

profession and create environments where students feel empowered and encouraged..

2. Explain how celebrating staff achievements can impact school culture and the relationship between staff recognition and professional motivation.

Enhanced Morale and Teamwork:

Celebrating successes creates a positive atmosphere where staff feel valued and

appreciated, leading to increased morale and a stronger sense of community.

Reinforcement of Values:

Recognizing achievements that align with the school's core values reinforces those

values and promotes a shared sense of purpose.

Positive Ripple Effect:

When staff see their peers' contributions recognized, it inspires them to strive for

excellence and contribute to a positive school environment.

Improved Retention:

A positive school culture where staff feel valued is more likely to retain talented

educators, reducing turnover and ensuring continuity.

Celebrating staff achievements significantly impacts school culture by boosting morale,

fostering a sense of community, and promoting a positive, growth-oriented environment.

This recognition directly strengthens the link between staff recognition and professional

motivation, leading to increased engagement, retention, and overall job satisfaction.

Evaluate the effectiveness of different celebration strategies proposed in the

text. According to Thompson, why is celebration crucial in professional

environments?

Celebrating success provides a break from the pressures and challenges of daily work. It allows team members to relax, enjoy the moment, and recharge, reducing stress levels. It helps create a positive and productive work environment, which is essential for long-term success and

growth.

An empowered person is an engaged person. Somebody is more willing to connect with their colleagues, give feedback to their superiors, be engaged in their meetings, and give back to

their school community if they feel that their efforts are being seen and appreciated.

Customers and clients choose to associate with those who celebrate the success of those in their communities. It also creates a culture of positive morale and nurtures individual leadership.

Higher employee retention and dedicated workers are also a result. Ideas for celebrating others.

Which of the three principles that Thompson says she lives by would impact

your professional practice the most?

Find ways to celebrate wins, no matter how big or small.

Invite faculty and staff into collaborative decision-making sessions.

Provide opportunities for professional development and growth.

I think the “Invite Faculty and staff into collaborative decision making, would make me feel more a part of the ways things get done, and purchased for my department.

Why?

Because when we all have a voice, we feel part of the community

What are specific ways you can use that principle in your educational context, whether it is with students or staff?

11. Students egos and confidence is built with the opportunity to be part of the equipment we purchase. Sometimes the kids are more knowledgeable about which graphics card is the best for gaming and 3D modeling.

Staff always things they know best, when in reality it’s the students that know as much or

more about certain tech.

I always consult with staff about the things I want to purchase for my room and welcome

suggestions as far as certain gear. That’s just a matter of respect.

Students are welcome to contribute their knowledge and experience in regards to the types of computers and cameras we use.

Decisions depend on budgets. Staff needs to be aware of budget constraints.

● Share the sentence (chart paper, smartboard, handout, etc.) from a complex,

grade-appropriate text.

● Color-code the individual “chunks” (words and phrases).

● Read the sentence aloud.

● Parse the sentence, inviting students to figure out and explain what each part

means.

● Discuss the text features (e.g., grammatical structures) and vocabulary included

in each part.

● Ask questions and provide conversational starters that direct students’ attention

to sentence features. For instance, “Who or what is this sentence referring to

when the word its is used?”

● Invite students to describe what the sentence means as a whole.

● Discuss the sentence in context with the whole text.

How can you use this strategy in your own teaching context.

The "juicy sentence" strategy can be used in various teaching contexts to help students understand and analyze complex sentences, especially in ELA and content areas. It involves deconstructing a sentence, examining individual parts, and then reassembling it to understand

the overall meaning. This approach can be adapted for different grade levels and learning styles.

Here's how the strategy can be implemented in different settings:

1. Language Arts:

Deconstructing Sentences:

Select a complex sentence from a text and display it for students. Guide them through

identifying key elements like the subject, verb, and modifiers.

Analyzing Chunks:

Break the sentence into smaller parts (chunks) and discuss the meaning of each part, encouraging students to explain what they understand.

Reassembling and Comprehending:

Have students reassemble the chunks in different orders to see how it changes the

meaning. Encourage them to discuss the sentence's overall meaning and how it

connects to the text's themes or guiding questions.

2. How do the strategies discussed in the text challenge traditional reading instruction?

Traditional reading instruction faces challenges related to comprehension,

decoding, motivation, and individual learning needs. Students may struggle

with phonemic awareness, decoding skills, vocabulary development, and

comprehension strategies. Furthermore, issues like lack of communication,

motivation, and fluency can hinder the learning process.

Specific Challenges:

Phonemic Awareness and Decoding:

Difficulty recognizing and manipulating sounds in words, impacting the ability to

decode (sound out) words.

Comprehension:

Understanding the meaning of text, which requires more than just decoding words.

Vocabulary Development:

Lack of sufficient vocabulary can hinder both comprehension and the ability to

decode words.

What implications do these sentence-level analysis techniques have for diverse learners?

Sentence-level analysis techniques, while valuable, can pose challenges for diverse learners.

These challenges include needing more time to process information, requiring varied instruction,

and potentially making some learners feel overwhelmed. However, with careful implementation and tailored strategies, these techniques can be powerful tools for improving literacy and language development across diverse student populations.

Here's a more detailed look:

Challenges for Diverse Learners:

Some students, particularly those learning a new language or those with diverse learning needs,

might require more time to process the information presented during sentence-level analysis.

This could involve more time for reading, listening, or actively engaging with the material.

Sentence-level analysis can become complex and challenging for students who are not yet fluent in the language or who struggle with syntactic understanding. The focus on parts of a sentence, phrases, and grammatical structures can be overwhelming for some students.

Students may lack the necessary foundational skills or language experience to fully benefit from sentence-level analysis. This can lead to frustration and disengagement if not addressed with

appropriate scaffolding and support.

hand, often addresses more complex skills like planning, revision, and different genres of writing, including academic and professional writing. Adult learners may also have different needs, such as needing to improve skills for specific purposes like vocational training or higher

education.

Here's a more detailed look at the differences:

Traditional Writing Instruction (Child/Adolescent):

Focus on Foundational Skills:

Includes explicit instruction in handwriting, spelling, sentence structure, and basic

grammar.

Building Automaticity:

The goal is to make these foundational skills automatic so students can focus on the higher-level cognitive tasks of composition.

Process-Oriented:

Emphasizes the stages of the writing process, from planning and drafting to revising and editing.

Teacher-Led:

Often involves direct instruction and guided practice, with the teacher playing a

significant role in guiding students' writing.

Standardized Assessments:

May use standardized tests to measure writing proficiency and assess student progress.

Adult Writing Instruction:

Focus on Complex Skills:

May include instruction in planning, research, argumentation, and different writing styles.

Contextualized Instruction:

May be tailored to specific needs, such as academic writing, professional writing, or

writing for specific vocational contexts.

Process-Oriented with a Focus on Purpose:

Students are often encouraged to consider their audience and purpose when writing.

Peer and Self-Directed:

May involve peer feedback, self-reflection, and collaborative writing activities.

What are ways that you can incorporate more "adult writing" in your instructional

context(s)?

May use a variety of assessment methods, including portfolio assessments and self-assessments,

to help students improve their writing.

May address the needs of adult learners with disabilities, second language learners, or those with specific learning challenges.

Instruction may focus on different genres of writing, such as academic essays, professional reports, or creative writing.

Offer instruction in strategies for planning, revising, and editing compositions. Teach learners to summarize in writing the passages they have read. Enable the assistance of peers in planning,

drafting, and revising compositions. Set clear goals for writing that are specific to the purpose and

type of writing task.

Name the five levels of the SOLO Taxonomy.

Pre-structural

Uni-structural

Multi-structural

Relational

Extended Abstract

How can the SOLO Taxonomy can be used to design more effective writing tasks?

SOLO allows the complexity of the task and the outcome to be different. For example, a

multistructural task (eg, describe) can be achieved at unistructural through to extended abstract levels. Consequently, you can use SOLO levels to show the range the success criteria and next

steps.

SOLO taxonomy provides a measure of cognitive learning outcomes or understanding of thinking. It can be used across different subjects and types of assignments. Furthermore, the

framework represents student learning of diverse materials in stages of ascending structural

complexity.

France argues that writing should not be treated as a separate subject. Explain

his rationale.

5. Making writing its own subject is unsustainable. It limits opportunities for students to apply writing skills, making teaching more difficult in other subjects. The more sustainable approach? Embed writing into all subjects as a way of being in the classroom. After all, writing is part of what it means to be human—and so we should give our students every opportunity to embrace this part of their humanity.

What are the potential long-term impacts of explicit and systematic writing

instruction?

It promotes retention of information: through direct, systematic, and explicit instruction, students learn to master concepts and ideas, building gradually from simple to more complex lessons.

This helps them better process and retain information, building a solid foundation for future learning and progress.

Incorporating the principles of direct, explicit, and systematic instruction into the curriculum can lay the foundation for students to be able to process and understand information and reach

fluency and literacy effectively. These principles are also incredibly useful when it comes to teaching students struggling with learning challenges or disabilities, or who simply require additional support to move on from one lesson to the next.

Direct, systematic, and explicit instruction can be useful to teachers in various ways.

• It promotes clarity and understanding: teachers provide clear, focused explanations, examples, and demonstrations, eliminating vagueness and avoiding misunderstandings

on behalf of the students.

• It promotes efficiency: through direct and focused teaching methods, students receive direct, targeted information without any distractions or confusion, making it easy for them to follow lessons and build knowledge gradually.

• It caters to diverse learners: this type of instruction is not only beneficial to struggling students, but to general education students, as well. Each student has a different learning style, different needs, and moves at a different pace, and these approaches can easily be tailored to fit different learning preferences.

2) Hernandez talks about tools like phone cameras, voice memo apps, and presentation software as versatile, accessible resources that support creativity and student voice. I’ve used phone cameras to let students document their learning or create short videos demonstrating understanding. Voice memos could easily be added as a reflection piece after group work or projects, giving students space to process and articulate their thinking. Presentation tools like Keynote or Google Slides are perfect for multimedia storytelling or explainer videos. These tools are already on most devices, so using them levels the playing field and keeps the focus on student thinking and expression rather than tech novelty.

3) The idea that innovative leaders create time to “come up for air” and explore beyond their school site resonates with me the most. It’s so easy to get consumed by the day-to-day grind that we lose sight of new ideas or evolving best practices. By seeking out fresh perspectives—whether through books, social media, webinars, or visiting other schools—leaders can bring new energy and inspiration back to their own teams. This outward-looking mindset keeps learning alive for adults too and models the curiosity we want to see in our students. A leader who’s always learning and exploring sends a powerful message that growth never stops.

Most fitness clubs realize that people who join during the “January rush” are often just

setting off on their personal fitness journeys. Many of these new folks walk into a gym not knowing how to use equipment or perform certain exercises. Some start trying exercises at random, copying what they’ve seen and hoping for the best. After a month or so of this haphazard and inefficient approach, many of these “new year, new me” folks

grow discouraged at a lack of results and fall off. In many ways, this mirrors teachers’

relationships with innovation.

Explain whether you agree or disagree with this comparison.

I need to get to the gym? It’s a money thing? I promise I will go! I say that when I start teaching a new semester. I promise I will add a new lesson. Sometimes I do, sometimes I don’t. Depends on how fast the kids learn the current content. And if I feel that these kids can handle more work.

According to the article, what must be paired with failure to "get good" at anything?

'But when this failure is paired with reflection (“Maybe the freshmen could use a list of school-appropriate topics . . .”), we might find ourselves on the long path to getting good.

Discuss a time when you experienced this in your teaching experience.

This semester I introduced the students to making a Web Banner. I demonstrated

numerous times how to do this, and made a video of me making a web banner so they

could pause, rewind and play over and over. For some reason, this year, the students really struggled with this project. I even extended the amount of time given to finish. I think the problem was, it was too many new techniques and options. I should have just made it a simple web banner, not so many bells and whistles.

How can you communicate this idea to students?

I told my students that for this particular project that I am modifying the amount of effects that I want to see. Of Course they love that. I told them that my main goal is for them to understand how a web banner is made, but I realize that actually making a fairly sophisticated banner, takes practice, and I should have scaffolded this project more.

Next time, we will make a very simple animated banner, then move up to more rigorous banners.

Kegan and Lahey?

Direct

Specific

Non-attributive

Discuss a time when you received feedback from a supervisor, comparing that

feedback to this.

One the rare occasion that anyone praises anything I do...LOL

I remember good observations and what is observed about my teaching. Most of the time, it’s recognized that my lessons are ambitious, and full of interesting activities and background knowledge.

Discuss the difference between attributive and non-attributive feedback.

Attributive feedback focuses on a person's innate attributes or qualities, while non-attributive feedback focuses on specific behaviors or actions. Attributive feedback is often used for praise, suggesting that someone is ready to succeed due to their strengths. Non-attributive feedback,

on the other hand, provides specific observations about performance, like missed deadlines or poor communication, and can be helpful for improvement.

Elaboration:

Attributive Feedback:

Focus:

Attributive feedback emphasizes a person's inherent characteristics, abilities, or personality traits.

Examples:

"I know you're ready to lead this meeting because you're such a good

communicator."

"Your creativity often sparks valuable discussions."

Attributive feedback is generally used for positive reinforcement and is most

effective when used constructively, such as when highlighting strengths and

encouraging continued positive behaviors.

Non-Attributive Feedback:

Focus:

Non-attributive feedback concentrates on observable behaviors, actions, or outcomes.

Examples:

"I noticed you've missed a few deadlines this month."

"This morning I noticed that you were late for the meeting."

Which is more preferable?

Attributive feedback

Why?

Because they are more broad and tend not to be negative. Attributive feedback is generally used for positive reinforcement and is most effective when used constructively, such as

when highlighting strengths and encouraging continued positive behaviors.

How might a leader transform a generic compliment into a more meaningful

observation?

That warm feeling of being appreciated can energize you to do even better. Praise isn’t just a nicety; it’s a powerful motivator. For leaders, offering thoughtful compliments can transform a

workplace, fostering a culture that values hard work, talent, and individual accomplishments.

Meaningful recognition or sincere compliments aren’t just about kind words—they’re a key driver

of success. They can boost employee motivation, improve retention, and ignite motivation.

When leaders recognize their team members’ achievements, they uplift morale and create a positive, productive atmosphere where everyone feels valued.

Explain how direct communication might prevent misunderstandings in

professional interactions with colleagues.

One of the main causes of misunderstandings and conflicts is unclear or ambiguous communication. To avoid this, make sure your communication is clear, concise, and relevant.

Use simple and direct language, avoid jargon and acronyms, and explain any technical terms or concepts.

Don't assume you understand what someone means—ask clarifying questions to ensure you're

on the right track. This simple step can prevent misunderstandings and ensure everyone is on the same page. For example, if a colleague asks you to complete a task "ASAP," don't hesitate

to ask for a specific deadline.

Yes, research indicates that SEL programs can be very helpful for students. These programs have been shown to improve student academic performance, well-being, and school climate.

They also promote positive social and emotional development, which can benefit students in both school and life.

Here's a more detailed look at the benefits:

Academic Performance:

SEL programs can help students develop skills like self-regulation and focus, which can improve their academic performance.

Well-being: SEL can reduce stress, anxiety, and depression in students, and increase their feelings of safety and belonging at school.

Social Skills:

SEL programs help students develop empathy, communication skills, and conflict

resolution skills, which are essential for building healthy relationships.

School Climate:

By promoting positive social-emotional learning, SEL can create a more supportive and

inclusive school environment.

Long-term Outcomes:

Research suggests that the benefits of SEL can persist into adulthood, with positive

impacts on graduation rates, college attendance, and social relationships.

Please share an anecdote or experience that supports your answer.

When a student who has been diagnosed with a behavior or learning issue, there are teams of professionals, equipped to help. When SPED students are mainstreamed into Elective classes like mine, us General Education teachers are not as versed as to what is the most effective teaching

method for a young man or lady. We do our best to give more one on one instruction and use a variety of teaching methods to get the content across. This semester, I made one lesson cool, by

taking more time with her and making sound effects when I was lecturing. That made her feel at ease and laugh. Which as we know, the best medicine.

According to the article, what works "when implemented thoughtfully"?

Various approaches can work when implemented thoughtfully. At a time when schools and communities are questioning the impact and definition of SEL, this research may serve as a helpful reminder of the role of whole child development in boosting student learning and engagement in school communities.

What are some things you can do to implement this thoughtfully in your

context?

A whole child approach to education, which recognizes that a student's physical, emotional, and social well-being impacts their ability to learn, is crucial for boosting student learning and engagement in school communities. By addressing these holistic needs, schools can create a

supportive environment where students feel safe, healthy, and engaged, leading to improved academic outcomes and a stronger sense of belonging.

Here's how a whole child approach contributes to student success:

Addressing Basic Needs:

• Schools can ensure students have access to nutritious food, healthcare, and a safe and warm learning environment. This creates a foundation for students to effectively engage

in learning.

• By prioritizing these basic needs, schools can help students feel less stressed and more able to focus on academics.

2. Promoting Social-Emotional Learning:

• Schools can integrate social-emotional learning (SEL) into their curriculum to help

students develop skills like self-awareness, empathy, and relationship-building. This can lead to improved student achievement and a stronger sense of safety and belonging.

• SEL can also help students develop strategies for managing stress, which can be a major factor in student engagement and learning.

Fostering Positive School Climate:

• A positive school climate, where students feel affirmed, supported, and valued, is

essential for student success. This can be achieved through creating a culture of

respect, trust, and collaboration.

• Schools can also encourage student involvement in decision-making and extracurricular

activities, which can foster a sense of ownership and belonging.

●

Engaging Families and the Community:

● Involving families and the broader community in the educational process can create a more supportive and collaborative learning environment for students.

Describe how you can use the resources already at your disposal

5. (Habitudes, PBIS, School Core Values, etc...)

To implement SEL into your practice?

To effectively use PBIS to implement SEL in your classroom, integrate SEL into PBIS strategies

and activities, focusing on building positive relationships and fostering a supportive learning environment. PBIS provides the framework for creating a positive school climate and addressing behavior issues, while SEL equips students with the skills to navigate those situations and build

healthy relationships.

Here's how to integrate SEL into PBIS:

1. Define and Communicate SEL Skills:

Clearly define and communicate the five core SEL competencies (self-awareness,

self-management, social awareness, relationship skills, and responsible

decision-making) within your PBIS framework.

Integrate these competencies into your school's core values and expectations.

2. Use PBIS for SEL Instruction:

Morning Meetings:

Start each day with a brief SEL activity, such as a check-in, a discussion about a positive character trait, or a mindfulness practice.

Story Time:

Connect SEL concepts to the stories you read, encouraging students to analyze

characters' choices and emotions.

Classroom Discussions:

Use classroom discussions to explore SEL topics, like empathy, conflict resolution, or

positive communication.

He talks about basic tools and things like docs, slides, and YouTube. It shows that I don’t have to dive into advanced  tools or fancy websites for a bigger impact. I already use Docs and Slides, for having students collaborate on assignments and presentations or create short videos explaining class concepts. These tools are “basic”, which gives a lot of room for creativity and student voice without having to deal with an overcomplicated new website or whatever new tool that the district is trying to push. Using these “workhorses” feels like an easy way for anyone to move toward more modern teaching practices.

Hernandez says that innovative school leaders do two things: they encourage teachers to experiment with new ideas, and they themselves model risk-taking. Both of these ideas really make sense but the one that I like seeing is the “encouraging teachers to try new things”. As someone who has had to rework my curriculum almost every year to fit the needs of my students and the individual classes, it would be reassuring to know that school leaders also think it’s okay to make mistakes and learn along the way. When leaders create that space, it helps teachers to innovate and grow.

2. I can apply the “cognitive interest cues” strategy by starting asynchronous lessons with real-world hooks to spark curiosity. In my classroom, this looks like posting a short video on phenomenon with a question, like “How does this concept relate to your life?” to introduce a topic. Students respond in a discussion on Canvas or a Padlet, connecting the material to their interests. Sharing this approach with colleagues in teacher meetings helps me refine it. This makes learning engaging and helps every student connect with the content.

2. Last semester, a student in my chemistry class misread a virtual lab result in a post, sparking a great group chat that clarified the concept of pH for everyone. To encourage more of these learning moments, I could prompt students in forensic biology to share their initial guesses about a crime lab outcome, even if they’re unsure, and offer positive feedback like “Great effort!” to build their confidence. This approach creates a safe space for mistakes, which is crucial for a few of my virtual students who don’t engage, as it shows them their ideas matter. I’d test this strategy by starting with a simple crime lab question and adjust based on student responses. Praising their efforts fosters a growth mindset, helping every student feel bold enough to learn and succeed in science.

3. To make writing as central as reading in my science classes, I’d include regular writing tasks in my asynchronous lessons, such as brief explanations paired with reading assignments. For example, in anatomy and physiology, students could record a video narrating their lab findings as a “science story” about how muscles move, making it engaging and relevant. This routine would help my non-participating virtual students practice writing without feeling overwhelmed, starting with short prompts like a one-sentence summary. I’d gather feedback from a fellow science teacher to fine-tune this plan, ensuring it fits my online format. By embedding writing in science, I’d help every student sharpen their communication skills and deepen their understanding of the subject.

2. To make science engaging and culturally responsive, I’d weave students’ cultural backgrounds into lessons, connecting concepts to their lives. In my biology class, I’d ask students to create a short video explaining a concept like photosynthesis using examples from their community, such as plants in their neighborhood park. This makes science feel personal and relevant, especially for my virtual students who skip assignments, as it shows their world matters. When I tried a similar task in forensic biology, linking DNA to family heritage, one non-participating student shared a story, sparking their interest. I’d polish this idea by running it by with a fellow teacher, ensuring it inspires every student, including my underrepresented students, to dive into science with enthusiasm.

3. To celebrate the diverse identities of my students, I’d design lessons in anatomy and physiology that highlight contributions from scientists of varied backgrounds, such as Black or Hispanic pioneers in medical research. Students could create a short post about a scientist whose culture resonates with them, explaining how their work connects to our study of the human body. This approach shows students their histories are valued, motivating my non-participating virtual students to engage. Last year, a similar task in chemistry about diverse innovators got a quiet student to post for the first time, boosting their confidence. I’d enhance this by brainstorming with a colleague, ensuring every student, especially my underrepresented students, feels inspired to shine in science.

Hernandez refers to basic, free tools like Google Docs, Slides, and other collaborative platforms as essential "workhorses" in the classroom. In a biology class, I use these tools in a variety of ways. Google Docs allows students to collaborate on lab reports or research projects in real-time, promoting teamwork and peer feedback. Google Slides is great for student presentations on topics like ecosystems, human anatomy, or biotechnology. These tools also support formative assessment through shared graphic organizers, data analysis charts, or digital notebooks. Their simplicity and accessibility make them ideal for promoting collaboration, creativity, and critical thinking without requiring expensive technology.

Hernandez mentions that innovative school leaders create a culture that encourages experimentation and risk-taking, and actively removes barriers that hinder teachers from trying new approaches. The first one addressing creating a culture of experimentation resonates most with me. In education, especially in science, innovation often comes from trying new teaching strategies, technologies, or project-based learning. When school leaders promote a supportive environment where it's okay to try, fail, and learn, it empowers teachers to take creative risks that can greatly benefit students. As a biology teacher, knowing that I’m encouraged to experiment whether with a flipped classroom model, new lab simulations, or interdisciplinary projects motivates me to continuously improve my practice.

One strategy listed is "Make it Stick: Reinforce learning through retrieval practice and regular review." In my biology classroom, I apply this by incorporating daily warm-ups that ask students to recall previous content, like cell theory or DNA structure, even when we're in a new unit. I also use tools like Kahoot, Quizlet, or exit tickets to regularly prompt students to retrieve information from memory. This strategy helps cement learning and strengthens neural connections by forcing the brain to work a little harder. I also cycle back to previously learned material during new lessons connecting the circulatory system to cellular respiration, for example to build coherent and lasting understanding. Making retrieval a routine part of instruction ensures students are not just cramming for tests but truly internalizing the content.

2. I appreciated how Hernandez mentioned using basic, reliable tools that work for him. I do the same. My go-to tools are Quizizz, Desmos, DeltaMath, Canva, and the Google Suite. I do not have an iPhone, so I do not use voice memos like he does, but the key point he makes stands out. It is not about using trendy apps, it is about finding what works for your teaching and your students.

3. The part that resonated most with me was when Hernandez talked about innovative school leaders having vision. Without a vision, there is nothing to work toward. As a leader, it is important to clearly share what we are aiming for so people can get on board. Vision shapes the direction of the work and keeps it focused. It helps everyone understand what we are doing and why it matters.

2. One moment that stands out is when a student misread a problem in a computer science task, leading them to create a totally different kind of program. Instead of correcting them right away, I asked them to explain their thinking, and it turned into a discussion that helped the entire class understand the importance of syntax and logic. It reminded me how valuable mistakes are for learning. I try to create more of these moments by asking open-ended questions and letting students explain their reasoning before jumping in. Celebrating errors as learning steps, rather than failures, helps students feel safe and grow more confident in their literacy skills.

3. To make writing as central as reading, I have started incorporating more reflective and explanatory writing into math and computer science assignments. When students solve a problem, I ask them to write about how they approached it and what they learned. This not only deepens understanding but builds their ability to express and refine their thinking. Going forward, I want to formalize this with routines like daily quick writes or exit tickets that focus on writing. Establishing consistent expectations for writing across content areas will help students view it as a key part of literacy, not something separate.

To integrate culturally responsive teaching, I make space for students to bring their own interests and backgrounds into the content, especially in project-based assignments. In computer science, this might mean encouraging students to code projects based on issues they care about in their communities or stories from their family history. In math, I look for ways to contextualize problems with real-world data that connects to current events or student-identified topics. It is also important to use examples that reflect a variety of cultures and lived experiences instead of relying on generic or textbook-driven scenarios. When students see themselves in the material, engagement naturally increases.

To highlight the diversity within Black experiences, I try to be intentional in choosing materials and stories that go beyond the usual narratives. That could mean showcasing Black innovators in STEM who are overlooked, or incorporating media created by Black artists and writers that reflect a wide range of perspectives. During discussions or projects, I invite students to explore identity through a lens that includes both culture and individuality. I also make it a point to ask students what stories or figures matter to them so that we can bring those into class. Ultimately, the goal is to create a classroom where all students feel their full selves are respected and represented.

2 The leadership component I find most impactful is the use of data, specifically assessment results, to ground professional conversations. However, I have also seen how this can become a double-edged sword. One example that stands out is a meeting where we reviewed test score data across classes and noticed sharp differences. The conversation quickly turned into defensiveness because there was an assumption that higher scores meant better teaching. That moment reminded me how important it is for leaders to guide these conversations thoughtfully, making space for teachers to reflect on what assessment data really shows and what it might miss. Done well, this kind of collaboration can help us sharpen our practice, but without that guidance, it risks turning into comparison or compliance.

3 Unfortunately, many of our PLC meetings follow the pattern the article warns about, where the structure exists but the purpose is missing. There have been several times when teachers were brought together just to complete a required task or submit a document. The focus wasn't on professional growth or improving instruction but instead on producing something that met an external requirement. In those settings, teachers often just do what is necessary to get through the meeting and move on with their day. When collaboration lacks trust, shared purpose, and meaningful time, it feels more like a compliance exercise than a professional opportunity, and that limits any real impact it could have on our practice.

2 The purpose of the "artifact circles" activity is to give students an opportunity to share something meaningful about themselves in a way that builds empathy and understanding among peers. It is a structured yet personal way to open up stories that might otherwise go unheard in a typical classroom. In my school, we could use this as a way to build community early in the year or as part of advisory periods. It could also be a great tool in team-building days or to support culturally responsive teaching by allowing students to express their backgrounds in their own terms. When implemented thoughtfully, it creates a classroom culture that respects individual identity and values shared humanity.

3 Based on the Abbotsford example, one recommendation would be to form a student advisory board that meets regularly with school leadership and has input on real decisions. These students should represent a wide range of voices, and their suggestions should be taken seriously, not just noted and ignored. Another approach is to embed student-led initiatives within the school improvement plan, allowing students to develop, lead, and evaluate projects. Teachers can also make space within the classroom for students to co-create parts of the curriculum or assessment models. The most important part is that the school backs these efforts with support, resources, and follow-through so students see their voice as powerful and meaningful.

When I compare the conventional classroom model to the NEW team teaching approach, my reference point is elementary school, where one teacher is expected to manage every subject and every student need throughout the day. That traditional setup relies too heavily on a single person and does not reflect the complexity of student learning. The NEW model shifts this by incorporating multiple adults into the classroom experience, giving students access to different expertise and personalities. It is more like the high school model I am familiar with, but extended with greater intentional collaboration and co-planning. This model better supports differentiation and equity, because no single teacher has to be everything for everyone, and students benefit from varied strengths and teaching styles.

Thinking about teacher autonomy and job satisfaction in the NEW model, I would say those two things are closely related. Reading the NEW framework and reflecting on my own experience, I recognize that I have had a lot of autonomy in my teaching, and I am deeply satisfied with my job. In theory, the NEW model could support even greater autonomy by allowing teachers to specialize or focus on their strengths within a team. At the same time, it supports big educational goals like equity, inclusion, and academic success by making sure that more students get what they need from the adults best equipped to provide it. Done well, the NEW model creates a system where both students and teachers thrive because it redistributes the work in a smart, sustainable way.

2 Collaboration among teachers, administrators, and students has been one of the key factors in our school’s growth. When there is open communication and shared decision-making, everyone feels more invested in the outcomes. I have seen our school culture improve as teachers work together across departments, and when admin listens and supports the needs that arise from those conversations. Students also contribute to that culture when their feedback is taken seriously. It becomes a cycle where trust builds on trust, and people begin to take more ownership over their role in the school’s success.

3 Since we are already a neighborhood school, one big lesson we could take from the article is to increase meaningful community involvement. Bringing in successful alumni to speak with or mentor students could help show what is possible and build pride in our shared community. That said, it is not always easy since some former students are hard to track down, and not everyone wants to stay involved, or we might not even want some of them to be. Still, starting with small efforts, like alumni panels or community events, could lead to bigger change. Strengthening that local connection helps students see themselves as part of something that matters and grows beyond the school walls.

2 Among the celebration strategies mentioned in the text, the most effective ones are the simple, consistent gestures that feel sincere and personal. Thompson emphasizes the importance of celebration because it validates the work people do. It makes people feel seen, and when people feel seen, they are more likely to stay engaged and motivated. Honestly, it seems obvious! OF COURSE people want to know their work matters. Whether it is a handwritten note, a staff shoutout, or just a few minutes in a meeting to highlight a win, celebration goes a long way toward sustaining a positive and professional culture.

3 What resonates the most with me is that celebrations are acknowledgements. That idea hits because everyone, especially in schools, wants to know they are making a difference. For me, that means taking time to recognize both students and staff for the things that matter, whether or not they’re on a formal checklist. Maybe it’s calling out a student’s effort on a tough project, or telling a colleague that their lesson idea made a big impact on my own practice. Acknowledging the work that often goes unseen helps create an environment where people know they matter which makes all the difference.

2 They are emphasizing depth over speed. Instead of rushing through for the main idea, students are encouraged to dig into the sentence itself. For me, this aligns perfectly with how we approach problem-solving in math. We do not just skim a question, we take it apart and make sense of every part. This is especially helpful for diverse learners because it teaches a consistent and structured approach to understanding language. It supports all students by building skills that go beyond just getting the right answer and instead focuses on the process of making meaning. And it is huge for EL students to better understand the nuances of English. After all, Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo.

2 The five levels of SOLO Taxonomy are pre-structural, uni-structural, multi-structural, relational, and extended abstract. This framework gives a clear way to think about the depth of student understanding. It is mainly a guide to think about your levels of questioning akin to Bloom's. It can help teachers think about the rigor required in their work. If you want to hit extended abstract outcomes, you need to prompt students to think about things beyond what was presented to them.

3 France says writing should not be treated like it lives in its own bubble. His point is that writing shows up in every discipline, so we should treat it like the cross-cutting skill it is. If we only teach writing in English class, we limit how students learn to express ideas in other contexts. The long-term impact of teaching writing systematically across all subjects is huge. Students get more consistent practice and learn to adapt their communication for different purposes and audiences. It makes them better thinkers overall, not just better writers.

2 The article makes it clear that failure by itself is not the teacher. You only learn if you take the time to figure out what went wrong and why. That fits with the idea of Chesterton’s Fence: don't tear something down without knowing why it was put up. In my teaching, whenever I’ve tried a new curriculum or strategy, I’ve only improved by reflecting on what didn’t land and adjusting the next time. For example, when I taught a new math course, I tracked what lessons fell flat, what confused students, and what I’d change next year. For students, I think the best way to show this is by revisiting older material and encouraging them to see how their thinking has evolved. It’s not about always getting it right the first time. It’s about coming back stronger.

2 Attributive feedback focuses on the person, using phrases like "You're so smart" or "You're a natural teacher." Non-attributive feedback, on the other hand, focuses on the actions and choices made, such as "You explained that concept clearly by using a relatable example." Non-attributive feedback is generally more preferable because it encourages growth and reflection. It reinforces effective behaviors and strategies instead of tying success to personal traits that might feel unchangeable. Students and colleagues alike benefit more when the feedback helps them see what they did well and why it worked.

3 A leader can transform a compliment by pointing out specific actions and their impact. Instead of saying “Good job today,” they might say, “Your use of questioning got the students thinking critically, especially when you asked them to explain their reasoning.” This shift shows that the leader was actually paying attention and values the thinking behind the work. In professional settings, clear and direct communication like this helps prevent confusion. Colleagues don’t have to guess what was meant or what to take away. It builds trust and keeps feedback focused on improvement rather than assumption.

2 The article explains that SEL interventions work best when they’re implemented thoughtfully. That means SEL shouldn’t be a box to check once a month, but instead a consistent part of the classroom environment. In my context, that could mean embedding smaller, informal SEL practices into everyday routines. For instance, taking a few minutes at the start or end of class to check in with students or connect Habitudes themes to academic content throughout the month can strengthen the impact of monthly lessons.

3 We already have great tools like Habitudes, PBIS, and our School Core Values. I can use these by reinforcing positive behaviors when I see them and tying those moments back to our SEL framework. For example, recognizing when a student demonstrates compassion or accountability and explaining how that aligns with what we’ve learned. I can also keep expectations clear and celebrate small wins to keep students motivated with our PBIS points. It’s about building SEL into the rhythm of the classroom, not just the calendar.

The third insight, we only learn what we think about, reminds me to incorporate more active processing opportunities. Rather than just delivering content, I embed frequent "turn-and-talk" discussions or quickwrites that ask students to reflect on and apply new ideas such as debating the causes of the Civil War or making connections between the Gilded Age and today’s economic inequality. Finally, the idea that we must repeat and return to new learning in multiple ways to make it stick reinforces my use of spiral review and interleaved practice. For example, even during my Progressive Era unit, I bring back themes from earlier periods like federalism or the impact of industrialization, which helps students see historical continuity and strengthens long-term retention. These practices make the content more meaningful and resilient in students’ memory.

2) The strategy that resonates most with my classroom practice is engaging students in writing to learn, which the article terms “cognitive writing.” In my history classes, I frequently use short, open-ended writing prompts that ask students to analyze primary sources, take historical perspectives, or respond to essential questions uch as, “Was the American Revolution truly revolutionary?” or “How would you advise President Truman at the end of World War II?” These aren’t formal essays but are designed to prompt deep thinking and personal engagement with content. I also scaffold their thinking by using sentence starters, writing frames, and peer feedback protocols, especially with students who struggle to express historical ideas in writing. This approach allows students to synthesize what they’ve learned and internalize it more effectively than rote memorization. I’ve noticed that when students write in their own words and explain historical causality or significance, they gain greater confidence and develop a stronger grasp of complex topics. Moreover, by revisiting previous writing during review activities or using it as a basis for Socratic seminars, students are continually consolidating their learning. Writing, in this context, becomes a powerful tool for cognitive development and historical understanding—not just a means of assessment. It's a practice that affirms the belief that history is not just something to study but something to think through and wrestle with.

2) I remember a student who once confused the terms "federalism" and "feudalism" in an essay, which at first seemed like a simple mix-up. However, it opened the door to a powerful class discussion about historical systems of power and the importance of language precision. That moment reminded me that mistakes are not setbacks but stepping stones in the learning journey. Since then, I have made space for collaborative revision, peer feedback, and reflective discussions around misunderstanding and misinterpretation. By embracing these developmental steps openly, I help students view mistakes as valuable opportunities to deepen their understanding and strengthen their communication skills.

3) Writing plays an important role in my classroom, but I am always looking for ways to make it more central to the learning experience. I want students to see writing not only as a way to demonstrate knowledge but as a means of exploring ideas and forming connections. To achieve this, I plan to incorporate more informal writing opportunities such as historical journals, brief reflective responses to primary sources, and caption writing for archival photographs. These activities give students frequent, authentic practice with writing in a way that feels meaningful and manageable. Over time, this approach helps students develop the confidence and fluency they need to write persuasively, think critically, and engage with history in thoughtful ways.

2) Culturally responsive teaching begins with acknowledging that history is not a monolithic narrative, but a tapestry woven from diverse and often underrepresented voices. In my classroom, I would work to integrate students’ cultural backgrounds by highlighting historical figures, events, and movements that connect directly to the lived experiences of my students. For instance, if we are studying the Progressive Era, I would include lessons on Ida B. Wells’ anti-lynching campaigns or explore how Black communities organized for social and economic justice during that time. Student-led inquiry projects could also allow students to investigate their own community histories or family migrations, linking personal identity to broader historical contexts. By rooting curriculum in students’ cultures and communities, I aim to deepen engagement, foster pride, and affirm students’ identities as worthy subjects of academic study.

3) To truly honor the diversity of Black experiences, I would ensure my classroom curriculum reflects a wide range of voices, including those from different geographic regions, socioeconomic backgrounds, and diasporic contexts. I would deliberately include content that explores the African diaspora across Latin America, the Caribbean, and Europeto challenge the idea that Black history is singular or limited. Within classroom discussions, I would make space for students to share their own stories and experiences when they feel comfortable, and I would validate those contributions as essential to our collective understanding of history. Additionally, incorporating literature, music, and primary sources from a variety of Black thinkers, artists, and leaders would help highlight the richness and diversity within Black communities. Ultimately, my goal is to create a classroom where every student feels their history matters, and where the fullness of their identity is reflected and celebrated in the stories we study together.

2) The leadership component I find most impactful when engaging in professional collaboration is creating relational trust among team members. When trust exists, teachers feel safe to share both successes and struggles, which leads to deeper and more honest collaboration. I experienced this during a PLC meeting where team members openly discussed instructional challenges without fear of criticism. Because of the trust in the group, we were able to brainstorm solutions together and support each other’s professional growth. This trust helped us move beyond blaming external factors and focus on improving teaching practices. It also strengthened our commitment to working as a team for student success. Without that trust, collaboration tends to feel superficial and less effective.

3) I recall a PLC meeting where the group lacked a clear focus and structured agenda, which made the collaboration ineffective. Without a defined goal or protocol, discussions drifted into unrelated topics and no meaningful instructional decisions were made. The absence of data-driven conversation also meant we missed opportunities to adjust teaching based on student needs. Because of this, team members became disengaged and the meeting felt like a wasted use of time. The lack of clear purpose and accountability diminished motivation to continue collaborative efforts. This experience showed me how essential structure and focus are for productive teamwork. When those conditions are missing, collaboration loses momentum and impact.

2) The artifact circles activity is designed to help students explore and share aspects of their identity through meaningful objects such as photos or songs that represent courage or personal significance. This activity creates space for self-reflection and storytelling, building a deeper understanding among peers and fostering connection. In a school setting, artifact circles could be used in advisory groups or leadership retreats to encourage students to open up about their values and experiences. This could help students feel seen and respected while strengthening trust within their community. The sharing of artifacts would also support empathy and create a foundation for more authentic student voice and agency. It is a way to make identity visible and honored in the learning environment.

3) Based on the Abbotsford experience, schools or districts should intentionally create structures that support ongoing student leadership rather than one-time events. This includes offering training and coaching for adults to listen deeply and to share power with students. Schools need to build community among student leaders across schools and provide safe spaces for honest dialogue. Inquiry projects driven by students should be supported with adult guidance and clear pathways to action so students see their impact. Regular opportunities for students to present their findings to school and district leaders can hold adults accountable and build student confidence. Schools should also embed student voice into policy decisions to move beyond performative efforts toward real transformation.

2) The conventional classroom model features one teacher responsible for a single classroom of about 25 to 35 students, working largely independently. It has been the dominant design for over a century, modeled after industrial assembly lines, aiming to deliver uniform education at low cost. This model struggles to meet the varied needs of individual students because teachers must manage large numbers of students on their own, often leading to teacher burnout and limited personalization. In contrast, the NEW team teaching approach organizes educators into collaborative teams who share responsibility for a roster of students. Teachers share multiple learning spaces, have team planning time, and take on different roles based on expertise. The model emphasizes flexibility, student-centered learning, and professional autonomy for teachers. The NEW model addresses diverse student needs by allowing teachers to group and regroup students according to interests and needs, and to use data collaboratively to tailor instruction. It also supports teachers by distributing workload and encouraging professional collaboration. This helps reduce isolation and burnout, leading to better job satisfaction and retention.

3) The relationship between teacher autonomy and job satisfaction in the NEW model appears to be very strong. The model grants teachers professional-like discretion over instructional decisions and classroom design. The data show that teachers on NEW teams with higher levels of autonomy are more likely to practice the model’s key elements and are less likely to leave their positions. This suggests that when teachers feel empowered to make meaningful decisions, they are more satisfied and engaged in their work.

The NEW model addresses multiple educational goals simultaneously by enabling teams to balance a wide array of student needs and learning objectives. Teachers can provide rigorous academic opportunities while also supporting social-emotional growth and multicultural awareness. The flexibility of grouping and regrouping students, and the use of data for personalized instruction, allows educators to pursue literacy, vocational skills, social justice, and other priorities in an integrated way rather than treating them as competing goals. This comprehensive approach is supported by the collaborative nature of the team, which can share expertise and responsibilities to meet these varied objectives.

2) Collaboration is central to Furness High School’s success. Teachers, administrators, and students communicate openly, share ideas, and support each other to improve learning. Teachers meet daily to discuss what works and how to help students grow, while administrators provide supportive leadership that respects teachers’ well-being. Students are involved in decision-making through programs like teen court and student council, giving them a voice in school culture. This teamwork creates a respectful, caring environment that encourages student engagement and reduces teacher turnover. The result is a stronger, more successful school community.

3) One key lesson is the importance of creating a safe, respectful environment where students feel valued and supported, which promotes learning. Building collaboration among teachers, administrators, and students with regular time for teamwork leads to better outcomes. Empowering students to take ownership of their learning through creative projects and leadership opportunities increases engagement. Restorative discipline and positive reinforcement help build pride and responsibility rather than fear. Finally, communicating with families and listening to the entire school community ensures decisions meet real needs. These strategies strengthen school culture and support student success.

2) Thompson’s celebration strategies like highlighting wins big and small, including staff in decision-making, and promoting professional development, are both meaningful and practical. These actions show staff that their work matters and help create a sense of shared ownership and pride. She explains that celebration is crucial because it builds community, motivates progress, and showcases what’s going well in education. It also helps lift the overall climate of a school or district by making success visible and repeatable. Each strategy centers on inclusion and empowerment, ensuring that recognition spreads across roles and departments. When schools celebrate thoughtfully, they create environments where everyone feels invested and inspired.

3) nThe principle “When we acknowledge, we empower” would impact my professional practice the most. Empowerment leads to engagement, and engaged educators and students are more willing to participate, innovate, and grow. I could apply this by regularly recognizing creative teaching strategies during staff meetings or newsletters and inviting those teachers to share their ideas with others. For students, I can acknowledge effort and progress publicly, such as through shout-outs, bulletin boards, or student-led showcases. These practices create a cycle of visibility and encouragement that deepens investment. Empowerment through acknowledgment helps build a more connected and motivated learning community.

2. When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions?
Hernandez mentions that basic, free tools like Google Docs, Google Sheets, and other simple digital platforms are essential in the classroom. In my agricultural education classes, I use Google Docs and Sheets to collaborate with students on projects and manage data like crop yield results or livestock records. For example, when we track animal growth or compare planting techniques, these tools help students organize and analyze their data easily. They’re versatile and allow for collaborative learning, which is especially important when working on group projects, such as creating farm management plans or budgeting for agricultural operations. The simplicity and accessibility of these tools are what make them so effective for hands-on learning.

3. Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why?
The two things that Hernandez mentions are empowering teachers and focusing on student-centered learning. The one that resonates most with me is empowering teachers. In agricultural education, it’s crucial to give teachers the freedom and support to try new methods, adapt the curriculum, and implement innovative practices. When teachers are empowered, they’re more likely to bring fresh ideas to the classroom, whether it’s integrating technology into lessons, creating partnerships with local farms, or engaging in professional development. This empowers not just the teachers, but also the students, as we continuously strive to improve and adapt to new challenges in agriculture.

• Memory is the residue of thought: One way I can apply this is by ensuring that students engage in activities that require them to think deeply about the material. For instance, when teaching crop science, I would have students design their own crop rotation plans and explain their reasoning, encouraging deeper thought rather than simply memorizing facts.
  
  

• Learning is a dynamic process: In my classroom, I can apply this by providing hands-on experiences that encourage active learning. For example, instead of just lecturing on soil types, I could have students go out into the field and examine different soil samples, letting them experiment and draw conclusions based on their observations.
  
  

• Effort fuels learning: To apply this, I could set up opportunities where students need to persist through challenges. When learning about plant genetics, students could engage in a long-term project, like breeding a specific type of plant, where they see the progress and results of their hard work over time.
  
  

• Prior knowledge is the gateway to new learning: I can build on this by connecting new lessons to concepts that students already know. For example, before diving into the complexities of livestock breeding, I would first have students review basic genetics concepts they learned in science, so they have a foundation on which to build their new knowledge.

2. Discuss how you can apply one of the four strategies listed under the heading "When the Science of Learning and Teaching Intersect" into your own instructional practice. What does that look like in your classroom?

One of the strategies listed is "Make the learning meaningful." In my classroom, I can apply this by connecting lessons to real-world applications in agriculture. For instance, when teaching about sustainable farming practices, I would have students work on projects that involve local farmers or even internships with farms, so they can see how the concepts they’re learning apply to actual agricultural practices. By showing them the practical use of what they’re studying, it helps them realize the relevance and importance of the material. This also builds their understanding and keeps them motivated to learn because they see the direct impact on their future careers in agriculture.

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?
I’ve had several moments in class where a student might misidentify the growth stages of a plant or animal, and instead of seeing it as a mistake, we discuss it as a learning opportunity. I remember one student once confused a planting technique with one from a different region, but this mistake opened up a great discussion about regional farming practices and how they affect plant growth. To create more opportunities to celebrate these developmental steps in literacy, I could introduce activities where students share their “mistakes” in understanding agricultural terms or concepts, and we collectively analyze them. This would encourage risk-taking and reinforce the idea that mistakes are simply stepping stones toward better comprehension.

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?
To make writing as central to my literacy instruction as reading, I could implement more structured writing activities that directly relate to the agricultural topics we study. For instance, students could write reflection papers on their experiences with planting crops or keeping livestock, or create reports on agricultural innovations they’ve researched. I could also have them write essays that connect what we’ve read about sustainable farming practices to real-world examples. By having students regularly write about what they’re learning, it reinforces their understanding while also developing their writing skills.

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?
To make learning more engaging and relevant, I can incorporate aspects of students’ cultural backgrounds into the agricultural topics I teach. For example, if I have students from farming communities, I could discuss agricultural practices that are specific to their culture, such as the unique ways they grow certain crops or raise livestock. Additionally, I could include stories or examples from diverse farming traditions around the world, emphasizing how agriculture is practiced differently across cultures. This helps students see how their own cultural knowledge connects to what we’re learning, making the material feel more meaningful and relatable.

3. The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?
In my classroom, I could highlight the diversity within Black experiences by incorporating the history of Black farmers and agricultural leaders into our lessons. For example, I could teach about the legacy of Black farmers in the United States, like George Washington Carver and Booker T. Washington, and their contributions to agriculture. I could also encourage students to research and share their own family’s agricultural history, recognizing the importance of both their heritage and the varied experiences they bring to the classroom. By creating opportunities for students to see their identities reflected in the curriculum, I can foster a sense of pride and acknowledgment in their multifaceted backgrounds.

2. Which of the five leadership components that significantly influence effective collaboration do you find most impactful when you engage in professional collaboration? Describe an instance in which you found that particular component especially impactful.
The most impactful leadership component for me in professional collaboration is "developing a clear focus and goals." When our team has a clear vision for what we want to achieve, such as improving student engagement or understanding a specific concept in agriculture, it helps guide our discussions and planning. I remember a time when our department worked together to plan a unit on sustainable farming practices. By having a clear goal to teach students about environmentally sustainable practices, our collaboration was more effective, as each of us was able to contribute ideas that aligned with the overall objective, making the unit more cohesive and impactful.

3. Discuss a time when one or more of the conditions for collaboration discussed in the article were missing in a meeting, PLC, or other collaborative setting. How did the missing condition(s) impact the effectiveness of the meeting?
I’ve experienced a time when our department meeting lacked "trust and respect," which is crucial for effective collaboration. During a meeting, some teachers felt that their ideas weren’t being heard, and this led to frustration and disengagement. Without that mutual respect and trust, the meeting didn’t yield any meaningful outcomes. We were unable to develop new strategies for teaching plant science because people were more focused on defending their ideas rather than openly discussing them. Since then, I’ve tried to foster a more open and respectful environment in our meetings by encouraging all voices to be heard and ensuring that everyone’s opinions are valued, which has since led to more productive discussions.

2. Describe the purpose of the "artifact circles" activity mentioned in the article. How might this look like in your school?
The purpose of the "artifact circles" activity is to create opportunities for students to share their personal work and reflect on the learning process in a group setting. In my school, this could look like a circle where students share their hands-on agriculture projects, such as the results of a plant science experiment or a livestock care log, and then discuss the challenges and successes they experienced. The activity encourages students to engage in meaningful reflection and gives them a platform to speak about their learning in a way that is both personal and connected to the community. It also promotes collaborative feedback, where peers can offer insights and suggestions for improvement, ultimately fostering a culture of peer support and growth.

3. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.
Based on the Abbotsford experience, one recommendation would be to incorporate more student-led projects and discussions into the curriculum, where students choose the agricultural topics they want to explore in depth. In my department, this could mean allowing students to design their own farm management plans or research sustainable practices that are relevant to their communities. Another recommendation would be to create regular student forums where learners can provide feedback on their classes, offering suggestions on what topics they would like more focus on or how the content could be presented differently. Lastly, we could implement a "student advisory board" made up of a diverse group of students who meet regularly with teachers to discuss curriculum improvements, ensuring that all voices, especially those from underrepresented backgrounds, are heard and acted upon. By making these adjustments, we would create a learning environment where students feel empowered, valued, and directly involved in shaping their education.

2. Compare and contrast the conventional classroom model with the NEW team teaching approach. Explain how the NEW model addresses the diverse needs of students and teachers.
In the conventional classroom model, one teacher is responsible for delivering all content to a group of students, which can sometimes lead to one-size-fits-all instruction. In contrast, the NEW team teaching model involves multiple educators working together to deliver content, each bringing unique skills and perspectives to the classroom. This approach allows for differentiation of instruction, as different teachers can work with small groups of students, provide tailored support, or focus on specific areas of expertise. For example, in my classroom, one teacher could focus on the technical aspects of agricultural science, while another could handle the hands-on, experiential learning activities, ensuring that students receive the support they need in both areas. This model is especially effective in addressing the diverse needs of students, as it fosters a more flexible and personalized learning environment.

3. What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model? How might the NEW model address multiple educational goals simultaneously?
In the NEW model, teacher autonomy is maintained through collaboration and shared responsibility, which allows teachers to bring their individual strengths and expertise to the table while still being part of a cohesive team. This balance of autonomy and collaboration can lead to higher job satisfaction because teachers feel supported in their professional growth and have more opportunities for creativity and input into lesson planning. The NEW model can address multiple educational goals simultaneously by leveraging the varied skills of the team to focus on different aspects of learning, such as content knowledge, critical thinking, and practical skills. In my agriculture classroom, for example, we could simultaneously teach sustainable farming techniques, the importance of soil health, and real-world problem-solving skills—all while providing students with different perspectives and expertise. This not only enhances student learning but also makes teaching more dynamic and fulfilling for educators.

2. How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?
Collaboration among teachers, administrators, and students is essential to building a positive school culture. When all stakeholders work together toward common goals, it creates a shared sense of purpose and collective responsibility for student success. In my own experience, working closely with fellow teachers to integrate hands-on projects, like livestock management or crop cultivation, has strengthened both student learning and teacher morale. Administrators who encourage this kind of collaboration help ensure that resources and support are available for teachers to implement these engaging, real-world projects. Overall, this shared approach helps create a school environment where everyone is invested in the success of the students.

3. What lessons learned from this successful neighborhood school might you apply in your own school or district?
One key lesson from the successful neighborhood school is the importance of community involvement and creating an environment where everyone feels like part of the same team. In my agricultural education classes, I could involve local farmers, ranchers, or agricultural businesses as part of the learning process, giving students real-world connections to their studies. Additionally, ensuring that the curriculum reflects students' own interests and needs—like teaching them about the agricultural industry’s role in their community—could help make learning more relevant. This approach fosters stronger ties between the school and the surrounding community, which can create a lasting positive impact on student engagement and success.

2. Evaluate the effectiveness of different celebration strategies proposed in the text. According to Thompson, why is celebration crucial in professional environments?
Thompson highlights various strategies for celebration, such as personal shout-outs during meetings, public recognition through awards, and informal celebrations like lunch gatherings. The effectiveness of these strategies lies in their ability to create a sense of community and appreciation among colleagues. In my experience, celebrating small wins—like a well-executed farm project or a student’s career progress—goes a long way in boosting team morale. Thompson argues that celebration is crucial because it reinforces positive behaviors, builds relationships, and nurtures a culture of appreciation. When educators feel recognized for their efforts, they are more likely to stay engaged and motivated to continue improving.

3. Which of the three principles that Thompson says she lives by would impact your professional practice the most? Why? What are specific ways you can use that principle in your educational context, whether it is with students or staff?
The principle that would impact my professional practice the most is “celebrate the small wins.” In agriculture education, we often deal with long-term projects that take time to see results, so celebrating small victories along the way—like a successful crop harvest or a student mastering a new skill—can be motivating and create a sense of achievement. By recognizing and celebrating incremental progress, I can foster a growth mindset in both students and staff, helping them stay motivated and feel supported in their educational journey. Celebrating small wins also builds momentum, encouraging students to continue putting forth their best effort, while also creating a positive and collaborative atmosphere among the staff.

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?
The strategies discussed in the text challenge traditional reading instruction by shifting the focus from simply decoding words to analyzing the structure and function of sentences. Instead of merely concentrating on the overall meaning of a text, these techniques encourage students to examine the details of how sentences are constructed and how they function within the larger context. This approach can be particularly beneficial for diverse learners, as it provides a more detailed and accessible way to engage with complex texts. For example, in my agriculture class, students might struggle with specialized terms or intricate explanations in agricultural science. By breaking down sentences, we can ensure that all students, regardless of background or learning style, gain a deeper understanding of the material. This method supports both struggling readers and advanced learners by offering tools to better comprehend and interact with text at the sentence level.

2. Name the five levels of the SOLO Taxonomy. How can the SOLO Taxonomy be used to design more effective writing tasks?
The five levels of the SOLO (Structure of Observed Learning Outcomes) Taxonomy are: Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract. This progression helps teachers design writing tasks that grow in complexity and depth. For example, in my ag mechanics class, a Prestructural task might ask students to define welding. A Unistructural task might have them describe a single welding technique. As they move up the taxonomy, they’d compare techniques, relate them to safety protocols, and eventually—at the Extended Abstract level—evaluate the best welding method for a given project. The SOLO model helps ensure writing assignments aren’t just about regurgitating facts but also involve applying, analyzing, and extending learning in meaningful ways.

3. France argues that writing should not be treated as a separate subject. Explain his rationale. What are the potential long-term impacts of explicit and systematic writing instruction?
France argues that writing is a thinking tool, not just a subject. By embedding it across all content areas, students not only write more often, but also think more deeply about the material they’re learning. In agriculture, we use writing to plan projects, reflect on fieldwork, and communicate findings. When students are taught to write systematically in every subject, they develop stronger critical thinking skills and become more effective communicators. Long term, this translates into better college and career readiness. In our field, being able to clearly explain a farm proposal or advocate for ag policy makes all the difference—and it all starts with strong writing instruction across the board.

I recall a student once incorrectly labeled the parts of a cell during a quiz, mixing up the nucleus and mitochondria. Initially, I could see that the student was frustrated, but rather than simply correcting the mistake, I asked them to explain their reasoning behind the answer. Through this process, the student was able to articulate their thought process and identify where the misunderstanding occurred. It became clear that the confusion arose from the similarity in function between the two organelles, rather than a lack of knowledge. This moment not only clarified the student's misconception but also allowed me to address the root cause of the error in the classroom, creating an opportunity for deeper understanding for the entire class. To create more opportunities like this, I could encourage students to engage in peer teaching, where they explain their thought processes and help each other through mistakes. Celebrating these developmental moments by recognizing the value of learning through errors could promote a more supportive and growth-oriented classroom environment.

To make writing as central to my literacy instruction as reading, I could implement more writing-focused activities that complement the reading materials we use in biology. For instance, after reading a scientific article or textbook chapter, I could have students write reflective journals or summaries that require them to synthesize what they've learned and express it in their own words. I could also encourage them to write research proposals or lab reports, which would require them to not only read about scientific concepts but also apply their knowledge in written form. By incorporating writing assignments that span a variety of genres, from creative science fiction stories based on biological principles to persuasive essays on ethical issues in biology, I could help students develop both their scientific literacy and writing skills simultaneously. Another practice could involve peer review sessions, where students critique each other’s writing, allowing them to refine both their writing and their understanding of scientific concepts. This would make writing an integral part of their learning process, promoting a deeper engagement with the material.

To make biology more engaging and relevant, I can integrate elements of students' cultural backgrounds by connecting the science content to real-world examples that are meaningful to their lived experiences. For example, when discussing ecosystems or human biology, I could highlight traditional knowledge systems from different cultures, such as Indigenous practices of sustainable agriculture, or how various communities have used herbal medicine or natural remedies in ways that intersect with modern scientific understanding. I could also explore the impact of environmental issues like pollution, climate change, and access to clean water, using local, cultural, and community perspectives to highlight the real-world relevance of biological concepts. I could create assignments that encourage students to research and present on topics where science intersects with their culture, such as exploring how different cultural groups approach issues like nutrition, health, or genetics. This would not only make the subject matter more engaging but also help students see the ways in which science connects to their daily lives, making learning feel more authentic and inclusive.

Acknowledging the diversity within Black experiences is a powerful approach to teaching, especially in a science classroom. To celebrate the multifaceted identities and histories of my students, I could create assignments and discussions that explore the contributions of Black scientists and historical figures in the field of biology. For instance, highlighting the work of people like George Washington Carver, Marie Maynard Daly, and Dr. Jane Cooke Wright would allow students to see themselves in the context of scientific achievement. Additionally, I could introduce readings or projects that explore how the intersection of race, biology, and history has shaped medical and scientific fields, particularly focusing on issues like health disparities and the social determinants of health. By recognizing the different aspects of students’ identities, I could create a classroom culture where students feel comfortable sharing their experiences, perspectives, and challenges, which would enrich the learning environment for all. Celebrating the diversity of Black experiences through class discussions, art projects, or even guest speakers would create a space where students feel proud of who they are, while also learning about the profound impact their communities have had on the sciences.

The leadership component that I find most impactful when engaging in professional collaboration is a shared vision and purpose. Having a common goal or shared vision helps to guide the focus of collaboration and ensures that everyone is on the same page, working towards the same educational outcomes. I recall a particularly impactful experience when our biology department met to redesign the curriculum for the following school year. We started by establishing a shared vision: to make the curriculum more relevant, engaging, and accessible for all students. With this clear, unified purpose, the discussions flowed more productively, and it was easier to make decisions on what content to prioritize, what teaching strategies to adopt, and how to assess students’ understanding. This shared vision helped keep our discussions focused and ensured that every teacher’s voice was heard, all while aligning our goals with the overarching mission of improving student outcomes in biology. It was a reminder that having a clear direction can unite a group and turn collaborative efforts into tangible results.

I’ve been in meetings where one or more of the conditions for collaboration, such as trust and mutual respect, were missing, and the impact on the effectiveness of the meeting was significant. For example, during a previous department meeting, there was a lack of trust between team members regarding how best to approach certain students in the biology curriculum. Some teachers felt that others were too lenient, while others felt the opposite. This created an environment where people were more focused on defending their teaching methods rather than working together to find solutions. As a result, the meeting was less productive, and we left without a clear action plan. When trust is absent, it can hinder open communication and the willingness to share ideas, which ultimately impacts the effectiveness of collaboration. Since then, I’ve learned the importance of actively promoting trust by encouraging open dialogue and ensuring that all voices are valued creating an environment where everyone feels safe to express their ideas without judgment. This leads to much more productive and effective collaborations.

The "artifact circles" activity, as mentioned in the article, involves a group of educators coming together to examine artifacts of student work, such as essays, lab reports, or projects, to better understand the learning process and identify ways to support student growth. The purpose is to create a reflective space where teachers collaboratively analyze how their students engage with content, allowing for deeper insights into instructional strategies and student development. In my school, this could take the form of a department-wide meeting where biology teachers bring samples of student work from different levels of biology such as AP, honors, or general biology and collaboratively analyze them in terms of student understanding, skills, and creativity. By focusing on the students’ voice through their work, teachers can identify common patterns of struggle or success and make adjustments to their teaching practices. This collaborative approach not only builds teacher capacity but also helps ensure that student experiences are central to discussions about improving teaching and learning in biology.

To meaningfully center student voice and agency in my school, I would propose a few key recommendations based on the Abbotsford experience. First, creating more opportunities for student input in curriculum design would allow students to influence what they are learning and how they engage with the material. For example, we could have a student advisory group in the biology department that meets quarterly to provide feedback on the course syllabus and suggest topics of interest, whether it’s sustainability, health, or genetics. Second, I recommend establishing regular feedback loops where students are encouraged to share their thoughts on teaching methods, assessments, and overall classroom culture. This could be done through anonymous surveys or even informal class discussions that give every student a voice. Third, implementing student-led projects would provide an avenue for students to demonstrate their understanding in ways that are personally meaningful. Students could work in groups to research a biological issue affecting their community, design experiments, or create presentations for their peers. Lastly, making student reflection a key component of the learning process would ensure that students have the space to evaluate their own progress and articulate their learning goals. For example, having students regularly reflect on their lab work or experiments in written or verbal form would help them become more mindful of their agency in the learning process. These recommendations would help create a school environment where students feel that their voices matter and are actively contributing to their learning journey.

The conventional classroom model typically involves a single teacher instructing the class, where the teacher is responsible for everything from delivering content to managing classroom behavior and differentiating instruction. In contrast, the NEW team teaching approach distributes these responsibilities across a team of educators with varying roles, creating a more collaborative and flexible learning environment. In the NEW model, there is often a division of labor, where one teacher may lead the lecture, another may work with small groups or provide one-on-one support, and a specialist may address specific learning needs like English language acquisition or special education accommodations. This team approach helps address the diverse needs of students by allowing for tailored instruction that targets different learning styles, pace, and levels of understanding. In my biology classroom, this could look like having a teaching assistant help struggling students during a complex topic like cellular respiration, while the main instructor engages advanced students in deeper inquiry-based activities. The conventional model, while simpler in structure, might not be as effective in meeting the needs of all learners, especially in diverse classrooms. The NEW team model ensures that every student can receive personalized support from multiple educators with different skills and expertise.

Teacher autonomy in the NEW model is likely enhanced by the collaborative nature of team teaching. Teachers are still experts in their content areas but are also able to draw on the strengths of other team members, such as instructional coaches, to refine their instructional practices. This collaboration can lead to increased job satisfaction because teachers are less isolated and can share the workload, receive constructive feedback, and feel supported in their professional growth. The sense of community created by the NEW model may reduce teacher burnout, as teachers are not expected to handle all aspects of teaching alone. Furthermore, the autonomy in the NEW model allows teachers to take ownership of their professional development and adapt lessons more creatively with the support of their colleagues. For example, in my biology classroom, I might be able to design more interactive labs or field trips with the support of a colleague who specializes in environmental education, which would increase both my job satisfaction and the students’ engagement. The model also addresses multiple educational goals simultaneously by promoting student-centered learning, professional development, and personalized support, ultimately benefiting both teachers and students.

Collaboration among teachers, administrators, and students is essential in fostering a positive school culture and improving overall school success. When all members of the school community teachers, administrators, and students work together, the sense of collective responsibility and shared purpose is much stronger. For example, regular collaborative meetings between teachers and administrators can help align goals, develop consistent approaches to student support, and address any issues promptly. Likewise, when students are involved in decision-making, like providing input on school policies or curriculum choices, they feel more invested in the success of the school and their own learning. In my own school, this kind of collaboration could create a culture where everyone, from the staff to the students, feels like they have a stake in the educational process, which would lead to better communication, stronger relationships, and a more cohesive environment. Such collaboration helps ensure that the needs of all students are being met and that the school is working together toward a common goal of academic and social success.

The successful neighborhood school highlighted in the article offers several key lessons that could be applied to my own school or district. One significant lesson is the importance of promoting a strong community partnership between the school and the families it serves. In the neighborhood school, family engagement is prioritized, and parents are seen as essential partners in the educational process. By holding regular family nights, workshops, and community meetings, my school could strengthen relationships with families, making them feel more invested in their children’s learning. Another lesson is the emphasis on personalized learning, where teachers adapt instruction to meet the unique needs and interests of each student. This could be applied by integrating more differentiated instruction and project-based learning into the biology curriculum, allowing students to explore topics they are passionate about while meeting academic standards. Finally, the school’s commitment to student voice and leadership is crucial. By empowering students to take ownership of their learning and providing opportunities for them to participate in decision-making processes, my school could promote a more inclusive and motivating learning environment. These lessons, focused on collaboration, community, and student agency, would help transform the school culture into one where everyone feels valued and engaged in the educational process.

The strategies for celebration proposed by Thompson, such as personalized recognition, peer acknowledgment, and creating opportunities for reflection, are highly effective because they cater to different preferences and motivations. Personalized recognition, where achievements are celebrated in a way that feels authentic to the individual, ensures that the recognition is meaningful. Peer acknowledgment also promotes a sense of camaraderie, as colleagues are likely to appreciate praise from their peers more than from top-down sources. However, it is important that celebrations are not one-size-fits-all and are designed to honor individual contributions in ways that resonate with each person. According to Thompson, celebration is crucial in professional environments because it affirms the value of individuals’ work and reinforces a positive, motivating atmosphere. Celebration boosts confidence, promotes productivity, and strengthens relationships within the workplace. In a school setting, celebrating achievements can create an environment where everyone feels that their hard work is seen and valued, leading to greater collective success.

The principle that Thompson lives by, “celebrate the small wins,” would most directly impact my practice as a biology teacher. This principle aligns with the idea that every step forward in a student’s learning journey is worth acknowledging, no matter how small it may seem. In biology, students can sometimes struggle with complex concepts, and celebrating incremental progress whether it’s mastering a difficult lab technique, improving test scores, or simply gaining confidence in speaking up during class can help them maintain motivation and a sense of accomplishment. For example, I could incorporate regular moments of recognition in class, like “shout-outs” for students who ask insightful questions or show improvement in their lab work. With staff, this could translate to acknowledging small teaching successes in faculty meetings, such as creative ways teachers are engaging students in challenging topics like genetics or ecology. By regularly celebrating progress, I would help create a classroom culture where both students and colleagues feel supported, valued, and motivated to continue pushing forward. This practice would also promote a growth mindset, showing students that learning is a journey, and every step is worth celebrating.

The strategies discussed in the text challenge traditional reading instruction by shifting the focus from merely understanding vocabulary and basic comprehension to a more in-depth analysis of sentence structure and language. Traditional reading instruction often emphasizes identifying key ideas or summarizing content, but these sentence-level analysis techniques push students to pay attention to how the author's specific choices in sentence construction contribute to the meaning, tone, and effectiveness of the writing. This more nuanced approach requires students to engage with texts actively and critically, rather than passively absorbing information. For diverse learners, especially English language learners or students with learning disabilities, these strategies can provide important scaffolding. By focusing on sentence-level fluency, students can better understand the syntax and vocabulary used in complex texts, making challenging readings more accessible. This approach also allows for differentiation, students can focus on simpler sentences at first, gradually progressing to more complex structures as their fluency improves. Overall, these strategies not only improve comprehension but also help all learners, regardless of background, develop the skills to interact with academic texts in a more sophisticated way. By breaking down sentences and analyzing them, students can build their confidence in tackling difficult readings, and this skill transfers across content areas, especially in the sciences where precise language and clarity are paramount.

The five levels of the SOLO (Structure of Observed Learning Outcomes) Taxonomy are, prestructural , the student has little to no understanding of the task or concept.

Unistructural, the student focuses on one aspect of the task, showing a basic understanding. Multistructural, the student can identify and describe multiple aspects of the concept but does not yet integrate them. Relational, the student can link different ideas together and show how they relate, demonstrating deeper understanding. Extended Abstract, the student is able to generalize concepts to new situations or apply them in a broader, more abstract way. In a biology class, the SOLO Taxonomy can be used to design writing tasks that progressively challenge students to deepen their understanding. For example, at the unistructural level, students might be tasked with writing a basic definition of a biological concept, such as "ecosystem." At the multistructural level, students could be asked to describe various types of ecosystems and their characteristics. At the relational level, students could compare and contrast different ecosystems, exploring their interrelationships and impacts. At the extended abstract level, a writing task could involve students proposing solutions to environmental challenges, such as climate change, based on their understanding of ecosystems. This hierarchical approach allows students to build on their understanding and writing skills in a structured way, moving from simple definitions to complex, applied writing that mirrors real-world scientific discourse.

France argues that writing should not be treated as a separate subject because writing is a critical tool for learning and communicating across all subjects, not just in an English or writing class. Writing is essential for students to synthesize and express what they have learned, and it helps reinforce understanding by requiring students to organize and clarify their thoughts. When writing is integrated into all subject areas, including biology, students are given more opportunities to practice writing in context, helping them understand the value and application of writing skills in real-world settings. The long-term impacts of explicit and systematic writing instruction are profound. It can lead to improved critical thinking, better problem-solving skills, and enhanced ability to communicate complex ideas clearly and effectively. In a biology classroom, for instance, when students are regularly asked to write lab reports, reflections on their learning, or responses to case studies, they develop not only their scientific knowledge but also their ability to present information in a structured, persuasive manner, skills that are essential for success in both academic and professional environments. Writing, when integrated consistently across all disciplines, fosters deeper learning and equips students with the communication skills necessary for the workforce and beyond.

1. Hernandez stated that educators must focus more on the purpose behind learning. I agree with his perspective.  Students definitely want to know why we’re doing what we are doing.  If they buy into your why then they tend to be on board with whatever you’re asking them to do.  It needs to make sense to them.  If it doesn’t then their interest level drops and they don’t fully participate or follow through.  For so many students they will take the lower grade if they’re not into school to begin with.

2. I definitely have my students use their cellphone cameras to take pictures of their artwork.  I teach them how to photograph artwork well so they can build a digital portfolio which is how professional artists often showcase their work on social media platforms and submit work for professional jobs or academic programs.  I  don’t use a lot of technology, but the few things I do use teach, or refine, the basic tech skills students need in all of their classes and beyond high school.  At this moment, I am not completely sold on the use of AI in a traditional Fine Arts class, but I’m working on it.  I will continue to seek workshops, PD’s, and listen to other art teachers and how they are implementing AL tools with their students.

3. Making the time is what resonates the most with me.  I agree. Time always seems to be the biggest challenge.  I also agree that making the time and prioritizing learning and going beyond your campus to get excited is a necessary step. Having time to not only gather the resources, but to develop lessons and test things out with others is really important.  I know I always seem to get more out of conferences when I travel with a colleague and we spend time thinking about what we are hearing and seeing.  It’s fun to co-create and then share student work samples.  It feels more supportive when working with someone rather than being all alone with no one to acknowledge the progress you’re making.

1. Cognitive interest cues- I always try to select art projects that are tied to something relevant to my students and/or their lives.  Not only do I want to teach them an art skill, but I also want to add meaning to the end project.  Because the end product will be more meaningful to the student, if they struggle along the way, they will be more likely to stick with it and not give up.  The buy in will be on multiple fronts, technique, materials, medium, and meaning.  Perhaps not all projects will hit with students, but the goal is that most of the projects will.  There is always one or two a year that the student doesn’t “like” but for the most part the majority of students walk away with clear favorites and are able to articulate why they enjoyed a particular project.

   Making learning visual- I’m fortunate that my content is visual in nature.  I teach art so yeah.  We are visually heavy.  I don’t think I ever go a day without using or referring to visuals.  I use stills and videos.  I have real time examples to show as well as digital examples of previous student projects and when I am teaching I often have to show demonstrations of the “how” to do something.  I pause videos and help students as needed, then provide all of my resources for students to view as needed.  It makes everything so much easier for everyone.

   High-level questions and student explanations- When we’re brainstorming for projects is when the higher-level questions and student explanations are used.  We have conversations about what we’d like to make and the best ways to achieve the desired results.  I love these moments of engagement with my students.  I can really gain a better understanding of what they want and/or trying to achieve and why.  It’s fun to go back-and-forth during this process. 

   Cognitive writing-For my classes, I tend to use cognitive writing post-project reflection time.  My students always answer reflection questions about their projects or write artist statements.  We also do peer reviews or provide feedback midway through certain projects.  My students tend to not want to write in my class.  Writing is always a struggle but I insist anyway.  I’m clear on the “why” we’re doing this, but they still push back or try to skip this part. Which is a real bummer because I know they would benefit from this activity.

2. I have implemented all four strategies into my classroom. The one strategy that I struggle with the most is writing.  My students will always give me the hardest time about this portion of my class.  I try to be really consistent with my explanation as to “why” we need to write in an art class about art.  In the past I’ve had students tell me this is not an English class, why do we have to write.  I have my ready to go response, but it’s tough.  My hope is that one day schools and students won’t compartmentalize all the subjects.  We do just as much math in art class as we do English but they don’t recognize the math, lol.

1. I teach art so I don’t directly teach my students to read or write.  Instead, my lessons are designed to provide opportunities to practice, refine, and improve literacy skills.  My students tend to give me a really hard time if they feel like we’re doing too much reading and writing so I’m always needing to keep a good balance which is a shame because I love reading and writing.  I understand the value in both skills and I know my students need to improve their reading and writing skills.  I seriously have less than a handful of students per class that have grade level ability.  Most of my students are below grade level and they don’t want to spend their time reading or writing about art.  They just want to make it.

2. I’m not sure I have those types of moments in my classes.  Reading and writing are adjacent to art making.  They compliment or enhance the lesson, but the act of reading or writing isn’t the primary goal.  Although, not only do I have students reading and writing below grade level, I also have a handful of students that can’t read at all.  Not even the simplest sentences in our Daily Check-In’s or project reflection questions.  This continues to shock me.  I don’t understand how a 9th, 10th, or 11th grader has gone year after year without learning to read, even a little bit.  This year I have two freshmen boys who can’t read a single work and it impacts their ability greatly in an art class.  I can’t even imagine how they’re doing, or not doing, in their other classes.

3. I implement as much writing as I can, but man, my students complain or just simply take the grade loss and skip it all together.  It’s awful and demoralizing to see them strategize around which assignments they will do and which ones they won’t.  I’m not a core-content teacher, nor an Elementary level teacher, so I do the most that I can. I appreciate all the hard work elementary level teachers do to teach literacy skills to their students.  I absolutely agree that children learn from play and it’s encouraging to read articles like this one that show us what is being taught prior to middle and high school.

1. To a high degree I incorporate most of these strategies already.  The hardest one is engaging families, but that’s beyond my daily classroom focus.  The strategy that feels like I have more realistic control over is strategy #3-Celebrate and affirm Blackness and its diversity.  My approach with this strategy is at the beginning level.  I need to grow this aspect of my lessons.  Each year I try to expand all of these strategies and bring in whatever new resources or new information I have learned.  It feels like a slow process.  Mostly, because I’m on my own.  I don’t have another colleague that wants to join me in this pursuit, so I make progress on my own.  I don’t want to stay or live on  a superficial level.  Students can see right through that.

2. This is my current strength.  Since I teach art, I am easily able to highlight a variety of black artists and build projects based on these artists.  I absolutely love discovering new black artists and adding them to the list of options.  This is intentional work and I have to seek out workshops or PD’s that provide direction and insight.  It’s well worth it and I can see that my students appreciate it.  Our student population is predominantly Hispanic so I do the same for that group of students in mind, but our Black student population is the next largest so I have always made a point of mostly showcasing brown and black artists with extra attention on the women from these groups.  In the last 7 years I have also started to add more and more artists that not only are black or brown but also members of the LGBTQ+ community as well.  There are so many underrepresented artists that are wonderful for students to see and learn about.  It’s hard to cover them all which is a nice problem to have.

3. I need to be more explicit about this in my lessons.  I tend not to focus on the differences which this article is making me rethink.  We need to break down the monolithic myths and views of so many groups that we have conveniently lumped together.  Not all black, or brown, Asian, or women are the same.  Groups are diverse within themselves and this is what makes learning about them exciting and interesting.  I am good to rethink and replan my approach with this specific point in mind for next year. I could easily incorporate a map and/or do compare and contrast activities so we can clearly identify the commonalities and differences.

2) Using data to make informed decisions I find to be the most impactful. Teachers get data all the time. This mainly comes through the classwork and tests that the students do in front of us. This determines whether or not we move on to the next topic or stay on the current one. But we also use results from state tests and the NWEA to see how students are progressing. If we need to, we back track on a topic so the students get the support they need. This level of scaffolding is important to the students.

3) Many times I have come across the issue of vagueness. Many times I do not know exactly what we are supposed to be doing. We are given "free time" to work on stuff or collaborate, but there isn't a direction given. There isn't a focus that we should be talking about. So the meeting sometimes wanders off into other topics. Because of this we weren't able to really get anything done. The time just passed but nothing was accomplished.

2) Artifact circles are opportunities for students to share what they got out of their collaboration time. This could be them sharing out things that they have learned. They could do that in a small group setting with 2-3 students. They might share these things with the entire class. But the important part is that students can learn from each other. And when you share things that you have learned, you prove that you learned it yourself. Repetition really does help students learn what they need to.

3) I would stress to my school the importance of hearing student voices. They may not fully understand everything that they need. But when they feel that they are important, they are more bought-in to their education. They will be more willing to learn, because their voice is heard and they are cared for. They will come with a more positive attitude. This will lead to a better school and a better district.

2) Being the only adult in the room tends to be difficult during certain times. If one or more students are having behavior issues it is difficult to address it and still teach the class. One student may need extra help with a problem and I find it hard to get to students who just have a quick question. But there have been times I have had an adult aide in the class. They are able to be an extra set of hands for the students who need help. We are able to get to the students more effectively this way.

3) Teacher autonomy is a key factor to job satisfaction. As professionals, we know what we are doing and don't want to be dictated to on how to run the classroom. Yes, we know we have to cover a certain amount of material. Yes, we know the guidelines to work under. But we want more autonomy on how to get there and the practices we implement. This way we can focus on the goals that we have set for ourselves and not always be burdened by what other non-teachers thing we should be doing.

2) I know within the math department that we collaborate a lot. I am constantly talking with the other Algebra 1 and Algebra 2 teachers on what they do in their classrooms. We look at each other's projects and teaching techniques to see what they are doing effectively. We talk about what works and doesn't work in our classrooms. We look at our pacing guides to see how we are progressing. We talk about the struggles that we are having and how much the students are learning.

3) One thing to learn is that although students come from diverse backgrounds, there are many similarities as well. All students struggle with being accepted. All students go through things as they grow from young people into adults. All students have struggles at home and face peer pressure. Once we recognize this, we can be more empathetic towards our students. We can care for each one individually and get to know them personally. We can see what makes them tick and how they interact with the world.

2) I do like the strategy of selecting a few teachers each month to celebrate. This shouldn't be whoever is the most "popular" teachers because that is not necessarily the most effective teacher. But by taking time to celebrate different teachers each time, every teacher gets to be in the spotlight. They get to feel appreciated by other teachers and administrators. Celebration is crucial because it encourages teachers to keep going. We have a tough job that comes with a lot of frustrations. But if we feel happy and celebrated at our job, we are more likely to keep going for the long haul.

3) The one that sticks most with me is we acknowledge and empower. As a teacher I do like to be acknowledged by those around me. No, I don't need all of this glory, but it does help that people see that I am trying to make a difference. I want to know I come to work every day for a reason. And I also like to be empowered to do what I do. I want to go to trainings that I feel will help me. But I don't want to just be told what to do. I want to have full autonomy in my classroom.

2) I did not see a huge change in what we have done before. But we must continue to help students fill in the gaps where they are lacking. Again, we don't do much reading in a math classroom, but I can see the difficulties that they are having. So we can practice analyzing word sentences and how they are different in math than in English. They can help all students who have diverse backgrounds and learn in different ways. If we can keep improving their skills it will help in all facets of their education.

2) The five levels are pre-structural, uni-structural, multi-structural, relational, and extended abstract. These can be used to have students practice multiple ways of writing. In life there isn't just one way to write. They may be in different contexts such as a job, or writing to a friend. With these levels they can learn to use the correct technique for the situation. They can grow in their writing skills for the world that is out there.

3) I always used to thinking that writing (and teaching writing) was only for the English teacher. But writing influences every part of life and every aspect of life. I am writing every day as an adult. I have also seen the writing ability of my students. Most are not at a level that would be acceptable in the real world. So it should be all our jobs to teach students how to write effectively. Even if that means just writing 1-2 sentence explanations on how they solved a math problem.

1. Ventura states that collective teacher efficacy is the most effective factor on improving student achievement.  This practice could possibly be implemented within my department by bringing this article to our next department meeting and having an open and honest conversation about our role and effectiveness as a department.  We could reflect on what we’ve done as a department intentionally to improve student achievement.  Then make plans based on feedback or talk points made by the participants. As we make progress as a department we could eventually share our progress with other departments and our administration.

2. Component number 3-use data to make informed decisions.  When I was the coordinator of the AVID Program at my site, everything was based on data.  Data was everything.  The program already came with a framework that we used so we didn’t need to create structure.  But, this kept us focused and we were able to clearly see numbers that spoke volumes to us as a team.  We valued all the team members and their perspectives. Trust and respect were present when making plans.  It was a wonderful experience and it would be great to see it in other departments.

3. Over the course of my career there have been times when any of the conditions for collaboration were missing and very little progress was made.  Lacking structure was always a sure way for things to go off the rails and either have a meaningless meeting and experience, or it became a vent fest.  Leaving those meetings always felt like a waste of time and often a place that eroded trust and/or respect of the people involved.  I’ve also been in situations where data was missing so talking points became personal.  Teachers or students became the target and the conversation would go in so many directions that nothing was accomplished by the end of the meeting.  Again, after leaving the meeting it always felt like a waste of time and energy.  Resentment would build and dreading future meetings would become the new feeling which is awful.

2.     According to the article, “reflection” must be paired with failure to “get good” at anything. I experienced failure early in my teaching career when I went to an AVID workshop and wanted to try Socratic Seminar. I had every intention for this lesson to flow, but it did not. The kids went off topic, no student was citing evidence from the text and some kids admitted that they failed to read the very short article. I wanted to give up on this lesson, but I didn’t. Instead, I learned that I needed to post the question on the board. I needed to assign a student to remind the student when they were off topic. I had another student stop his peer when they were referencing opinion with no textual evidence. Eventually our Socratic Seminar flowed. I usually communicate this with my students when they are approaching a difficult reading. This happens when we’re trying to identify rhetorical appeals. I let them know that most students struggle with ethos and that over time they will “get good” at the topic and that it just takes time, patience, and a continued focus on what our writers are trying to project to the reader.

2.     Attributive feedback occurs when we tell someone that they have a general trait. This type of feedback can include that “You are kind” or “You are hard-working”. Non-attributive feedback is giving feedback with the use of evidence. One example is I noticed your kindness when Juan told you that he was having a hard day and you asked him what you could do and if he needed to take a break. This shows that you noted the specifics. I think that we can all agree that specifics make us feel more empowered because it shows that people are aware of our impact.

3.     I think that direct communication might be misconstrued if our acknowledgement is used in any type of comparison. One example might would be if the feedback was used to compare two math teachers. Someone might say that they like the way the teachers’ models word problems because so many math teachers lose kids in the explanation. There could also be a miscommunication if a colleague complements another by saying that they are happy that they took advice about welcoming students to the classroom, which might send a miscommunication that their previous actions were wrong. It is best to compliment a persons work in a non-attributive way without making implications that could injure a colleague’s feelings.

2.     The article states that different interventions studied, the data reveals that there is not simply one path to success because various approaches can work when implemented thoughtfully. I work with my students to understand how to regulate emotions. Recently two of my AP kids were at odds. I was notified by one of the other teachers that one of my kids was behaving aggressively. I talked to him and explained that his sarcasm was hurting my student and that she wanted to avoid my class. He argued that she was dramatic. I realized that she had hurt him too by always telling him that he wasn’t smart. She told him that she was joking and he told her that her joke has been going on or months. I had them share with each other how the other made them feel. She apologized for her harsh words and he did too. Each day I choose two students to say something positive about another student. Before the AP test, she told him that he was intelligent and forgiving. There is no question that SEL strategies work.

3.     Our school was focusing on PBIS years before the pandemic. We were learning that cultures have shaped us and also shapes our students. Over the past years, we have implemented Habitudes. This has been a hit or miss, but our class can discuss ways to expand on the lessons. Our core values are repeated each day. Our kids are Respectful, Responsible and Kind. I guarantee that at least 90 percent of our kids can tell the entire world our values. We also have PBIS support teachers who can help our struggling kids find their ways. They say it takes a village and our site has that village. I would hate to see schools let SEL strategies fade away. Our kids need SEL strategies and who better to teach these strategies than those who are using SEL themselves.

As an art teacher reflecting on the New Education Workforce (NEW) initiative, I find the most innovative element to be team-based staffing, where educators work collaboratively with varied roles and expertise to support all learners. This model recognizes that teaching does not have to be a solitary profession it mirrors how artists often work in collectives or studios, building off each other’s strengths. The pros of this model include more individualized support for students, professional collaboration, and the chance to focus on what each teacher does best. A con, however, is the complexity of scheduling, communication, and consistency in instruction. In my own art classroom, this might look like teaming up with a design teacher or even community artists to offer deeper, more interdisciplinary learning experiences. At the department or district level, we could develop rotating artist-in-residence programs or co-plan thematic units across grade levels.

When comparing the conventional classroom model to the NEW team teaching approach, the difference is striking. The traditional model typically places one teacher in charge of a class, responsible for planning, teaching, and assessing everything alone. In contrast, the NEW model distributes responsibilities among a team perhaps one teacher leads instruction, another provides intervention, and another integrates technology or supports special education needs. This structure better addresses the diversity of student learning styles, backgrounds, and needs. In art, that could mean I focus on creative process and critique, while a teammate supports technical skill-building or cultural connections, offering students a richer and more equitable experience.

There’s a strong relationship between teacher autonomy and job satisfaction in the NEW model. By allowing teachers to specialize and collaborate rather than carry every responsibility solo, educators feel more supported and less burned out. This autonomy, paired with teamwork, could create space for innovation and purpose. The NEW model also helps schools pursue multiple educational goals simultaneously: raising student achievement, building 21st-century skills, personalizing learning, and improving teacher retention. In an art program, this might mean reaching high standards in both creativity and social-emotional learning while still maintaining rigor, inclusion, and student engagement.

Central to the school's success is its asset-based approach to diversity. With students speaking up to ten different native languages, the school embraces translanguaging , encouraging students to use all their linguistic resources to learn and communicate. Teachers, many certified in ESL, collaborated to create inclusive, student-centered classrooms where learners felt respected and empowered. By prioritizing student voice, teacher collaboration, and a supportive culture, Horace Furness High School exemplifies how neighborhood schools can thrive through equity-driven practices and community engagement.

As a photography teacher, I see how culturally responsive instruction directly fosters a sense of belonging and acceptance by allowing students to see themselves and their communities reflected in the work we create and discuss. When students are invited to explore their own identities, cultures, and experiences through photography, they feel valued and heard. Encouraging students to use their own languages, visual styles, and perspectives makes the classroom a space where they can be authentic, which leads to deeper engagement and connection.

Collaboration among teachers, administrators, and students has played a major role in shaping a positive and supportive culture at my school. When we work together sharing insights about students’ needs, co-planning interdisciplinary projects, and making room for student voice in decision-making our school becomes more cohesive and responsive. In the arts program, this might mean working with English or history teachers to help students document personal or community narratives, creating projects that matter beyond the classroom.

From Aimee Davis’s example of a thriving neighborhood school, one key lesson I’d apply is the power of an asset-based mindset. Rather than seeing student diversity as a challenge, we can frame it as a strength and source of creativity. Embracing students’ cultural and linguistic backgrounds in both curriculum and classroom practices can lead to higher engagement, stronger relationships, and ultimately better learning outcomes. I’d also work toward more intentional collaboration across departments and more inclusive, student-centered learning environments that reflect the community we serve.

As a photography teacher, I see public recognition in schools as both powerful and nuanced. On the benefits side, celebrating staff achievements can uplift morale, reinforce good practices, and create a sense of community. Showcasing a successful student photo exhibit or recognizing innovative lesson design in a staff meeting can make educators feel valued and motivated. However, challenges include ensuring recognition is equitable and genuine when it feels performative or limited to a few, it can lead to resentment. Still, when done well, recognition strengthens professional motivation and builds a school culture where teachers are excited to contribute and share.

The celebration strategies Thompson proposes like giving shout-outs in newsletters or recognizing innovative efforts during meetings are simple but highly effective. They don’t require major resources, yet they carry weight because they publicly affirm an educator’s hard work. Thompson emphasizes that celebration is crucial in professional environments because it builds trust, confidence, and connection. It shifts the focus from just outcomes to appreciating the process and the people behind it.

Of the three principles Thompson lives by acknowledgment, empowerment, and support the one that would impact my professional practice the most is empowerment. In the photo classroom, I can use this principle by giving students more control over project themes or display choices, allowing them to take ownership of their creative voice. With staff, I can support empowerment by co-leading interdisciplinary collaborations, mentoring new teachers in integrating visual storytelling, or nominating colleagues for recognition when they do something inspiring. Empowerment helps both students and teachers feel their contributions matter, which builds long-term investment in learning and community.

I find the "juicy sentence" strategy described by Student Achievement Partners quite insightful. The steps for analyzing a juicy sentence involve carefully breaking down a complex sentence into its parts. identifying the main clause, subordinate clauses, and key phrases, and discussing how these pieces work together to create meaning. This deep sentence analysis helps students understand how ideas connect within a text. I could adapt this by selecting sentences from artist statements, critiques, or photo essays. We could analyze the structure and meaning to better comprehend the artist’s message and intent, which would also improve students’ writing and critical thinking skills.

The strategies discussed in the text challenge traditional reading instruction by moving beyond just word recognition and vocabulary drills. Instead of focusing mainly on isolated words, this approach centers on sentence fluency and the relationships within sentences, which are crucial for comprehension. For diverse learners, especially English language learners or students with reading difficulties, breaking sentences down into manageable parts can make complex texts less intimidating. This method provides scaffolding that supports all students in accessing more challenging reading materials and developing deeper understanding, which is essential for academic success across disciplines including visual arts.

As an art teacher, I see traditional writing instruction as often focused on formulaic tasks like essays with strict formats and predetermined topics that emphasize correctness and structure. In contrast, "adult writing" is more authentic and purposeful, resembling the kinds of writing adults do in real life, such as artist statements, critiques, proposals, or reflective journals. To incorporate more "adult writing" in my classroom, I might have students write artist statements that explain their creative process, craft photo project proposals, or keep reflective journals about their visual ideas and challenges. This approach helps students see writing as a tool for communication and self-expression, not just a school task.

The five levels of the SOLO Taxonomy are Pre-structural, Uni-structural, Multi-structural, Relational, and Extended Abstract. Using the SOLO Taxonomy, I can design writing tasks that gradually increase in complexity. Early tasks might ask students to identify basic elements of their artwork (Uni-structural), then describe multiple aspects (Multi-structural), and later connect those aspects to broader themes or concepts (Relational), culminating in writing that synthesizes their ideas creatively and abstractly (Extended Abstract). This helps scaffold student writing development thoughtfully.

Thee. author also argues writing shouldn’t be treated as a separate subject because writing is a way of thinking and learning that supports all content areas. When writing is integrated into subjects like art, it deepens understanding and helps students engage more fully with the material. The long-term impact of explicit and systematic writing instruction includes improved critical thinking, better communication skills, and greater readiness for real-world tasks and skills essential not only for academics but for future careers and creative endeavors.

I appreciate Kay’s fitness club analogy, where learning new teaching practices is compared to building physical fitness. Just like you can’t expect to be strong or fit after one workout, teachers can’t master innovative teaching methods instantly they need time, repeated practice, and patience to improve. I agree with this comparison because both teaching and fitness involve building habits, muscle memory, and endurance over time. Innovation in teaching, much like physical fitness, requires consistent effort and support, not quick fixes.

The author also emphasizes that failure must be paired with reflection and feedback to truly “get good” at anything. In my teaching experience, I remember trying a new project-based assignment that initially didn’t engage students as I hoped. Instead of giving up, I reflected on what didn’t work, asked for student input, and adjusted the project. This process of learning from failure with purposeful reflection helped me improve the assignment for future classes. I communicate this idea to students by encouraging them to see mistakes as opportunities for growth, whether in photography or other skills. I remind them that every artist learns through trial and error, and perseverance is key to developing their creative voice.

I find the three key qualities of effective positive feedback according to Kegan and Lahey are that it should be specific, direct, and non-attributive. Specific feedback clearly identifies what was done well, direct feedback is communicated honestly and openly, and non-attributive feedback focuses on the action rather than labeling the person. I once received feedback from a supervisor who said, “Your lesson was great,” which felt vague and less helpful. In contrast, specific and direct feedback like, “Your use of visual examples helped students connect with abstract concepts,” would have been more meaningful and actionable.

Attributive feedback assigns qualities or labels to a person, like saying “You’re a natural artist,” while non-attributive feedback focuses on behaviors or actions, such as “Your choice of lighting really enhanced the mood of the photo.” Non-attributive feedback is preferable because it avoids putting people in fixed categories and instead encourages growth by focusing on what they did.

A leader can transform a generic compliment into a more meaningful observation by describing exactly what they noticed and why it mattered. For example, instead of saying “Good job,” they might say, “I noticed how you guided students to reflect on their photo compositions, which deepened their understanding of visual storytelling.” This kind of direct communication helps prevent misunderstandings by ensuring everyone is clear about what behaviors are valued and why, fostering trust and openness among colleagues.

The study also underscores that there isn't a singular approach to successful SEL implementation, instead, multiple thoughtfully executed interventions can yield beneficial outcomes. This flexibility allows schools to tailor SEL programs to their unique contexts and student needs.

I don’t find the study surprising. it strongly affirms what I’ve seen in my classroom. Art is naturally connected to social-emotional learning because it encourages self-expression, reflection, empathy, and collaboration. I’ve had students who struggled in other areas of school come alive through. art where they could explore personal identity or community issues. Transformation came from the emotional and reflective space art provides exactly the kind of growth SEL supports.

According to the article, what works “when implemented thoughtfully” is not one specific SEL program but a range of approaches that focus on developing emotional intelligence, empathy, and relationship skills. To implement this thoughtfully in my context, I can intentionally build reflection into projects, encourage peer critiques that emphasize respect and constructive feedback, and integrate themes like identity, resilience, or social justice into art prompts. I can also explicitly teach and model SEL skills, like managing frustration during creative blocks or collaborating with others on group projects.

I already use resources like my school’s core values and PBIS framework to support SEL. Laancaasteer HS emphasizes respect, responsibility, and creativity values that align perfectly with an art-based classroom. I can reinforce those through classroom routines, like students taking turns leading critiques or creating art that responds to schoolwide themes. If we use Habitudes, I can select those that match our project themes like perseverance during a long-term portfolio assignment. By embedding SEL into what we already do in art, I can help students grow both as creators and as people.

2) We must overcome our own mediocrity and failure to "get good" at anything. There are certain things that I am not good at, like creativity. But I must overcome my mediocrity in that area to "get good" in my classroom. Even if that means researching what others are doing and borrowing a form of it. A great example would be projects. I am not good at creating an incredible project. But there are so many resources out there that will help me where I am weakest.

2) Attributive tends to be less specific but gives a general idea of what happened. This can be things like "class went well today but there are things you can improve on." Non-attributive tends to be more specific. This is why it is more preferable to receive this type of feedback. You can hone in on a specific skill or set-back when you receive this type of feedback. It helps to know what was specific to your class and not just something that could apply in any classroom. I have felt more encouraged over the years with this type of feedback.

3) A generic compliment could be more meaningful when there is something specific to you and your class. If someone says to me "Your class seems to be doing great", I appreciate it. But what is more meaningful is when someone says "I really like how you handled that student who was having a tough time today". This shows that they actually observed something that I did and didn't give me just a platitude. They really got to know a specific situation and appreciated me doing something.

2) SEL practices work when implemented fully. What I can do is take at least one time a week to do a short SEL lesson. This can be in the extra few minutes that we get during one of our periods. Taking that time would be so meaningful to the students and let them know that they are cared for. And as a bonus, there will be more buy-in to the curriculum which is our goal anyway. We want the students leaving our classrooms knowing that someone cares for them. What a thought to remember as they go throughout their lives.

3) We are given SEL lessons once a week and Habitudes from time to time. They are already made for us so we don't have to reinvent the wheel. We can use those questions to start conversations with our students. We can then see where these conversations lead and how they can impact our students. This way the students feel seen and appreciated. They know we aren't there just to "teach them" but to help them mature in life. We always think back fondly of our favorite teachers and how they made us feel.

1. Reflect on the concept of a “comprehensive ecosystem of support” as described in the article. What strategies could you adopt or adapt in your high school classroom to ensure that students feel safe, valued, and connected?
As a high school special education teacher, creating a “comprehensive ecosystem of support” means ensuring that every student—regardless of ability, background, or identity—feels recognized and cared for. Tyrone and Jaleel Howard emphasize that students need environments where their emotional, academic, and cultural needs are seen and addressed. In my classroom, I can strengthen this ecosystem by incorporating daily check-ins, providing consistent positive feedback, and collaborating closely with counselors, families, and general education teachers. Additionally, building in time for restorative conversations and celebrating individual successes helps students feel emotionally safe and academically supported. These small but consistent practices reinforce that each student belongs and is valued, which is especially vital for students with IEPs who may feel disconnected from the larger school environment.

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?
Culturally responsive teaching, as outlined by the Howards, means recognizing and honoring students’ lived experiences and using them to deepen learning. In my special education classroom, I can integrate students’ cultural backgrounds by offering reading materials and assignments that reflect diverse voices, including those from Black, Latinx, Indigenous, and immigrant communities. When developing functional or transition-based content, I can include culturally relevant scenarios that students recognize from their own communities, making learning more meaningful and practical. I also encourage students to bring in music, stories, or family traditions as part of our classroom discussions or writing assignments. By validating and incorporating who they are into what we learn, I increase engagement and help students see the value of their voices and experiences in academic spaces.

3. The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?
Acknowledging the diversity within Black experiences is a critical step in building an inclusive classroom. The article pushes back against monolithic narratives and encourages educators to celebrate the rich, complex identities of all students. In my teaching, I can provide opportunities for students to share their own stories through projects, journaling, or multimedia presentations. During Black History Month—and throughout the year—I make an intentional effort to highlight a range of Black voices, from scientists and artists to local leaders and changemakers, not just the historical figures traditionally covered in school. I also collaborate with students to select topics and figures they want to learn more about, allowing for student-driven exploration. These approaches empower students to see themselves reflected in the curriculum and understand that their identities are not only valid but powerful.

1. How do you currently balance structured literacy instruction with playful learning in your classroom? What opportunities exist to further integrate these approaches?
As a high school resource teacher, I support students across a range of content areas with a strong focus on foundational literacy skills. I balance structured literacy instruction, such as guided reading, phonemic awareness practice, and explicit vocabulary instruction, with playful learning strategies like word games, role-playing, and digital platforms like Kahoot and Blooket. Pam Allyn highlights the importance of joy, engagement, and meaningful literacy experiences, even for older students, and I see the benefits when students are having fun while learning. For example, using collaborative storytelling or gamified reading comprehension activities encourages reluctant readers to participate more freely. Looking ahead, I see opportunities to further integrate these approaches by incorporating student choice in reading selections and project-based literacy tasks that tap into their interests and creativity while still targeting essential skills.

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?
One moment that stands out is when a student misread “ecosystem” as “economic system” and began discussing money. Rather than dismissing the response, I used the opportunity to explore the similarities between systems in science and social studies, helping the student—and the whole class—see the value of context and meaning-making. Pam Allyn reminds us that mistakes are an essential part of learning and should be honored as stepping stones. I can create more moments like this by fostering a classroom culture where thinking aloud, asking questions, and taking risks are celebrated. I plan to add “wonder walls” where students can post questions or observations, including their misunderstandings, and we can use these as discussion starters and teaching moments.

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?
While reading is a daily priority, I know writing needs to be equally embedded in literacy instruction. Inspired by Pam Allyn’s focus on writing from the start, I plan to implement more consistent writing routines in my class. This includes daily quick-writes in science journals, response-to-text prompts, and labeling diagrams or writing short paragraphs explaining processes like photosynthesis. These not only strengthen comprehension but also help students articulate scientific ideas in their own words. I also want to incorporate peer feedback and shared writing activities to give students more purpose and audience for their writing. By giving writing the same weight as reading, I can help students grow in confidence, creativity, and communication.

1. Discuss one way you can apply each of the four insights about the process of learning (Listed under the heading "Learning--What the Science Says") into your instructional practice.

Goodwin outlines four key insights about learning that can directly enhance how I teach life science in my Special Day Class.

• Learning requires effort: I can design scaffolded tasks that push students slightly beyond their comfort zones—like analyzing simple data sets from science labs rather than just identifying vocabulary words. This kind of productive struggle helps deepen learning.
  
  

• Learning is hard to do alone: I often use structured peer work or small-group discussions where students explain science concepts to each other using sentence frames or visuals. This shared experience helps them process and retain new ideas.
  
  

• Learners need feedback: In my class, I give frequent, specific, and immediate feedback on lab reports, graphic organizers, and exit tickets, so students know what they did well and what to improve—especially when working on scientific reasoning.
  
  

• Learners need to revisit content: I incorporate weekly review games, quizzes, and spiral practice to help students revisit and apply earlier units, like photosynthesis or ecosystems, throughout the semester. This strengthens long-term retention.
  
  

Each of these strategies aligns with the diverse needs of my students, making content more accessible and meaningful over time.

2. Discuss how you can apply one of the four strategies listed under the heading "When the Science of Learning and Teaching Intersect" into your own instructional practice. What does that look like in your classroom? 

One strategy that I apply in my classroom is “spaced and varied practice,” and I implement it using interactive notebooks and online review games. In my Special Day Class life science instruction, students use interactive notebooks to revisit key concepts across units—for example, comparing notes from our cell structure unit while learning about human body systems. This allows them to make cross-topic connections in a way that’s hands-on and personalized. I also build in weekly online games like Quizizz and Blooket to keep prior learning fresh and engaging. These review activities are spread out over time and vary in format, which supports both content retention and student motivation. By using these tools regularly, I help my students strengthen their understanding in fun, meaningful ways that align with how the brain retains knowledge best.

1. In the interview, Hernandez states that "rote memorization and just teaching the mechanics won’t cut it anymore. We need to go beyond that." What, according to him, must educators highlight? Explain why you agree or disagree with his argument.

Hernandez emphasizes that educators must highlight critical thinking, creativity, and real-world problem-solving rather than relying on rote memorization and basic mechanics. He argues that these deeper learning skills better prepare students for the complexities of modern life and the evolving job market. As a high school resource teacher, I strongly agree with this perspective. Many of my students thrive when they are given the opportunity to engage in hands-on, meaningful learning rather than traditional worksheets or memorization drills. By shifting our focus to authentic learning experiences, we not only build confidence in our students but also help them develop lifelong skills like collaboration, adaptability, and reflection. Especially for students with IEPs or diverse learning needs, engaging tasks that connect to real life foster stronger motivation and more lasting understanding.

2. When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions?

Hernandez highlights tools like Google Docs, Padlet, and Flip as reliable, accessible, and powerful platforms for student learning. In my own classroom, I regularly use Google Docs for collaborative writing and guided note-taking. It allows my students to work at their own pace, receive immediate feedback from me, and engage in peer editing without the pressure of formal assignments. Padlet has been especially useful for exit tickets, reflection journals, and group brainstorming activities. These platforms are not only user-friendly for students with learning differences, but they also offer built-in accessibility features like voice typing, screen readers, and visual supports. By consistently using these digital “workhorses,” I create a more inclusive and flexible learning environment that empowers all students to participate meaningfully.

3. Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why?

The leadership practice that resonates with me most is Hernandez’s point about creating a school culture that encourages experimentation and risk-taking. As a resource teacher, I often support students who need differentiated methods and alternative pathways to success, and I also need the freedom to try new instructional strategies to meet those needs. When school leaders support teachers in trying new approaches—without fear of failure—it fosters creativity and growth. This mindset helps me better serve students through project-based learning, co-teaching models, and the use of assistive technology. When innovation is celebrated at the leadership level, it trickles down to students, who begin to see learning as a process of exploration rather than perfection. That’s the kind of environment where all students, especially those with learning differences, can thrive.

2. Compare and contrast the conventional classroom model with the NEW team teaching approach. Explain how the NEW model addresses the diverse needs of students and teachers.
The conventional classroom model places a single teacher in charge of delivering instruction, managing classroom dynamics, and assessing learning—often with minimal daily collaboration. While this setup promotes autonomy, it can lead to teacher isolation, increased workload, and limited differentiation for students. In contrast, the NEW team teaching approach distributes these responsibilities among multiple educators, each with specialized roles. For example, one teacher may focus on small group instruction, another on lesson planning, while a paraprofessional supports behavior or social-emotional needs.
This model better addresses the diversity of learners by enabling more consistent individualized instruction and targeted support. It also nurtures early-career teachers through mentoring and provides seasoned educators opportunities to lead without leaving the classroom. The team-based structure fosters collaboration, reduces burnout, and ensures more equitable access to high-quality teaching. While implementation requires structural shifts, the payoff in terms of student engagement and teacher satisfaction makes it a compelling alternative to the traditional model.

3. What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model? How might the NEW model address multiple educational goals simultaneously?
Teacher autonomy and job satisfaction are closely linked—educators who feel empowered to make instructional decisions often report higher motivation and engagement. The NEW model respects this autonomy within a team framework. While responsibilities are shared, each educator brings their expertise and has input in decision-making, which affirms professional agency. This collaborative autonomy reduces isolation and allows for greater innovation, ultimately enhancing job satisfaction.
The NEW model also addresses multiple educational goals at once: it improves student learning by allowing more tailored instruction; supports professional development through mentorship and feedback; enhances equity by ensuring all students have access to a range of educator expertise; and boosts teacher retention by making workloads more sustainable. By breaking the “one teacher, one classroom” mold, the NEW model offers a modern, flexible approach to education that is responsive to the complex realities of today’s schools.

2. How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?
Collaboration among teachers, administrators, and students has had a profound impact on the overall success and culture of my school. When all stakeholders work together, it creates a shared sense of purpose and collective responsibility for student outcomes. In the article, Davis highlights how staff at the thriving neighborhood school engaged in consistent dialogue, data review, and strategy-sharing, which led to more targeted instruction and improved student achievement. Similarly, in my school, regular PLC meetings and interdisciplinary planning sessions allow us to align curriculum, share best practices, and support one another. Our administration models transparency and partnership by including teachers and students in decision-making processes, which fosters trust and mutual respect. Students are also given leadership roles through student council and peer mentoring, which builds their investment in school culture. This collaboration contributes to a positive atmosphere where everyone feels valued, and it strengthens both academic performance and personal connections across the school.

3. What lessons learned from this successful neighborhood school might you apply in your own school or district?
One key lesson from Davis’s article is the importance of grounding school practices in community values and student identity. The neighborhood school thrived because it embraced its local context and saw its diversity as an asset, not a barrier. This perspective can be transformative. In my own school or district, I would apply this lesson by encouraging more community partnerships and incorporating student and family voices into curriculum planning and school events. Another lesson is the power of teacher collaboration and data-driven instruction. Teachers in the article regularly met to analyze student progress and adjust their teaching accordingly. Implementing more consistent and structured collaboration time in my school could lead to better instructional alignment and more effective interventions. Finally, the school’s intentional efforts to build a positive culture through shared rituals, celebrations, and equity-focused leadership serve as a model for fostering inclusivity and belonging—essential foundations for any school aiming to thrive.

2. Evaluate the effectiveness of different celebration strategies proposed in the text. According to Thompson, why is celebration crucial in professional environments?
Victoria Thompson presents several celebration strategies that are effective because they are intentional, personalized, and inclusive. These include shout-outs in staff meetings, written notes of appreciation, and social media highlights. Each of these methods reinforces a sense of community and reminds educators that their efforts are seen and valued. Thompson emphasizes that celebration should not be limited to major accomplishments but should also recognize the everyday wins—like handling a difficult situation well or trying a new teaching strategy. She argues that celebration is crucial in professional environments because it affirms people’s contributions and creates a culture of encouragement and positivity. When professionals feel appreciated, they are more likely to be engaged, innovative, and committed to their work. Moreover, celebration helps to humanize the workplace, bringing joy into what can often be a high-pressure, emotionally demanding job. Overall, these strategies, when implemented consistently and authentically, can transform school culture and boost collective morale.

3. Which of the three principles that Thompson says she lives by would impact your professional practice the most? Why? What are specific ways you can use that principle in your educational context, whether it is with students or staff?
Of the three principles Thompson lives by—celebrate intentionally, celebrate often, and celebrate everyone—the principle that would most impact my professional practice is “celebrate everyone.” This principle emphasizes inclusivity and the belief that every individual, regardless of their role or title, deserves recognition. In a school setting, adopting this mindset would ensure that all staff members—from teachers to custodians to front office staff—feel valued. Specifically, I can use this principle by developing a monthly recognition program that includes peer nominations, ensuring that everyone has a chance to be celebrated. With students, this principle can be applied through regular class shout-outs, where students recognize one another’s effort, kindness, or growth. This fosters a sense of belonging and shared responsibility for a positive classroom culture. By making celebration a collective norm, not reserved for a few high achievers, I can help build a more equitable and uplifting environment for both staff and students.

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?
The strategies discussed in the article challenge traditional reading instruction by shifting the focus from comprehension of the entire text to fluency and understanding at the sentence level. Traditional models often prioritize summarizing or identifying main ideas without attending to how language choices construct meaning. Fisher and Frey argue that sentence-level work—such as analyzing “juicy sentences”—allows students to engage more deeply with the author’s craft, tone, and intent. This approach is especially valuable for diverse learners, including English language learners and students with language-based learning differences, because it offers scaffolded opportunities to explore syntax and vocabulary in manageable, meaningful chunks. It also promotes oral language development and collaborative discussion. By taking time to explore how a sentence works, students develop tools they can transfer to their own writing and reading, resulting in stronger comprehension and composition skills. This method validates linguistic diversity and supports equity by making complex texts accessible to all learners.

Traditional writing instruction tends to focus on formulaic structures like the five-paragraph essay, rigid grammar drills, and genre-specific templates that prioritize form over function. In contrast, "adult writing" is purpose-driven, audience-aware, and contextually responsive. It includes emails, proposals, reflective pieces, blogs, social media posts, research reports, and other forms that real adults use daily. Paul Emerich France emphasizes that students should engage in writing that mirrors the authentic communication required in college, careers, and civic life. In my instructional context, I can incorporate "adult writing" by assigning tasks like argumentative letters to school boards, reflective journals, blog-style analysis pieces, and mock workplace memos. Even traditional essays can be reframed with authentic audiences and real-world stakes. This shift prepares students for the types of writing they will encounter beyond the classroom and helps them see writing as a meaningful, empowering tool rather than just an academic exercise.

2. Name the five levels of the SOLO Taxonomy. How can the SOLO Taxonomy be used to design more effective writing tasks?

The five levels of the SOLO (Structure of Observed Learning Outcomes) Taxonomy are:

1. Prestructural – The learner has limited understanding and may use unrelated ideas.

2. Unistructural – The learner focuses on one relevant aspect.

3. Multistructural – The learner uses multiple relevant aspects but doesn’t yet connect them.

4. Relational – The learner links ideas and shows understanding of relationships.

5. Extended Abstract – The learner can generalize to new domains and think beyond the given task.

The SOLO Taxonomy provides a powerful framework for designing writing tasks that scaffold students from surface-level knowledge to deeper, more abstract thinking. For example, a prestructural student might summarize facts, while an extended abstract student would evaluate and synthesize those facts into broader arguments or new perspectives. Teachers can use this framework to build tiered writing prompts and rubrics that support all learners. It also helps students self-assess their work and aim for higher levels of complexity and depth in their responses.

3. France argues that writing should not be treated as a separate subject. Explain his rationale. What are the potential long-term impacts of explicit and systematic writing instruction?

France contends that writing should not be siloed as its own subject because writing is integral to thinking and communication across all disciplines. By embedding writing into all content areas—math, science, history, and the arts—students learn to clarify their thinking, synthesize information, and communicate effectively. Writing in context gives students a purpose for their efforts and makes abstract concepts more tangible. France argues that separating writing from other subjects limits its power and fails to reflect the interdisciplinary nature of real-world communication. Long-term, explicit and systematic writing instruction can produce more confident, articulate students who are better prepared for college, careers, and citizenship. It also builds metacognitive awareness, as students learn to plan, revise, and reflect on their learning. When writing is consistently integrated across the curriculum, students internalize it as a tool for understanding the world and expressing their voice, rather than simply fulfilling academic requirements.

Matthew R. Kay uses the analogy of a fitness club to explain how teachers need time, support, and consistency to improve their instructional practice—much like someone trying to improve their fitness. He argues that just as people don’t get stronger by trying every workout trend once or by switching programs constantly, teachers don’t get better by frequently jumping between educational initiatives. Instead, improvement comes from steady, repeated practice within a focused framework. This analogy also underscores how growth requires patience, failure, and sustained effort over time. I agree with Kay’s comparison. In education, there’s often pressure to innovate quickly, but without consistency or time to refine our practice, teachers struggle to build expertise. Just like with fitness, real growth happens through repeated, supported effort—not from one-time PD sessions or quick-fix reforms. To foster innovation, schools must create structures that let teachers commit to long-term practice and reflection.

2. According to the article, what must be paired with failure to "get good" at anything? Discuss a time when you experienced this in your teaching experience. How can you communicate this idea to students?

Kay emphasizes that failure must be paired with repetition to “get good” at anything. It’s not just failing that leads to growth, but the willingness to reflect, adjust, and try again—and again. This principle applies directly to teaching, where lessons don’t always go as planned, but improvement comes from revisiting and refining the process over time. I experienced this while implementing Socratic Seminars in my classroom. My first attempt fell flat: students were hesitant, the discussion lacked depth, and I felt like I’d failed. But instead of abandoning the method, I reflected on what went wrong, adjusted my scaffolding, and tried again. By the third attempt, students were confidently engaging in meaningful dialogue. To communicate this to students, I model reflection and emphasize progress over perfection. I openly share how I revise my lessons, and I build classroom culture around growth, showing students that mastery comes not from instant success, but from persistence and repetition.

According to Kegan and Lahey, effective positive feedback has three key qualities: it must be specific, truthful, and helpful. Specific feedback focuses on clearly observed behaviors rather than vague praise. Truthful feedback means it is honest and not exaggerated, and helpful feedback supports growth by highlighting what can be repeated or built upon. I remember receiving feedback from a supervisor after leading a professional development session. She said, “Great job today!” While the comment felt encouraging, it lacked the specificity needed to help me improve. Contrast that with another experience where a different supervisor said, “Your use of active modeling helped the teachers stay engaged—especially during the breakout discussions.” That second comment was specific, clearly observed, and useful. It told me what was working and encouraged me to do more of it. That kind of feedback not only felt more genuine but also gave me a clearer picture of my strengths and how to continue developing them.

2. Discuss the difference between attributive and non-attributive feedback. Which is more preferable? Why?

Attributive feedback focuses on the person’s character (e.g., “You’re so smart” or “You’re a natural leader”), while non-attributive feedback focuses on the specific actions or behaviors that were effective (e.g., “You used data effectively in your presentation”). Non-attributive feedback is generally more preferable because it emphasizes what someone did, not who they are. This makes it more actionable and growth-oriented. Attributive feedback, while well-intended, can lead to fixed mindsets or pressure to live up to labels. Non-attributive feedback avoids these pitfalls and encourages reflection and continued growth. For example, if a teacher is told, “You handled that classroom disruption calmly and with respect,” they can identify the behaviors they used and replicate them. But if they’re simply told, “You’re a great teacher,” they might not know what specifically they did well—or how to repeat it. In education, where continuous improvement is essential, non-attributive feedback supports learning and professional development far more effectively.

3. How might a leader transform a generic compliment into a more meaningful observation? Explain how direct communication might prevent misunderstandings in professional interactions with colleagues.

A leader can transform a generic compliment—like “Good job”—into a meaningful observation by being specific about the behavior observed, describing the impact it had, and making it actionable. For example, instead of saying, “You handled that meeting well,” a leader might say, “Your use of questioning in today’s meeting encouraged everyone to participate, which helped us develop a more well-rounded plan.” This kind of specific, behavior-based feedback gives the recipient insight into what they did effectively and why it mattered. Direct communication, especially when it is respectful and constructive, prevents misunderstandings by reducing ambiguity and ensuring that expectations are clear. In professional settings, vague praise or criticism can lead to confusion or resentment. When communication is clear and focused on observable behaviors, it fosters trust and collaboration. It also empowers educators to reflect, adjust, and grow, which ultimately benefits students and strengthens school culture.

I find the study affirming rather than surprising. In my instructional practice, I’ve consistently observed that when students feel emotionally safe, respected, and valued, their academic engagement increases significantly. One experience that stands out occurred during a unit in my Civics class where students engaged in structured debates. Before we began, we took time to establish norms for respectful dialogue, validate emotions, and use SEL strategies like “I feel” statements. This groundwork made it possible for students—especially quieter ones—to express themselves confidently and listen to others thoughtfully. Academic performance improved, but more importantly, students reported feeling more comfortable participating in class. Holdbrooks’ reference to the meta-analysis showing long-term positive impacts of SEL, including better behavior, social skills, and academic outcomes, matches what I see in practice: SEL is not just about feelings—it shapes a foundation where learning can flourish.

2. According to the article, what works "when implemented thoughtfully"? What are some things you can do to implement this thoughtfully in your context?

According to Holdbrooks, social and emotional learning (SEL) works “when implemented thoughtfully,” meaning with consistency, intention, and integration into core academic and behavioral practices. Thoughtful implementation requires more than a one-time lesson—it means weaving SEL into the fabric of school culture and classroom routines. In my context, this might look like beginning each class with a short check-in question or reflection journal that encourages emotional awareness. It also includes modeling conflict resolution and empathetic listening, especially during group projects. Thoughtful SEL also means engaging families by communicating SEL goals through newsletters or conferences and encouraging student leadership through peer mediation or classroom jobs. Crucially, I would work with colleagues to align SEL goals with our core values and classroom norms, ensuring that students get a consistent message from all staff. By embedding SEL into daily instruction and interactions, it becomes a natural and effective part of how we teach and build community.

3. Describe how you can use the resources already at your disposal (Habitudes, PBIS, School Core Values, etc...) to implement SEL into your practice.

Many SEL-aligned resources are already in place and can be leveraged more intentionally. For example, Habitudes offers images and stories that build character and leadership, making it a powerful tool for connecting real-life decision-making with classroom learning. I can incorporate Habitudes lessons into my bellwork, where students reflect on a principle like “discipline bridges goals and accomplishment.” These reflections spark meaningful discussions and build emotional intelligence. PBIS (Positive Behavioral Interventions and Supports) structures are also key: reinforcing expected behaviors through praise, consistent routines, and visual cues helps create a predictable, supportive environment. Tying lessons and classroom management strategies to our School Core Values—like respect, integrity, and perseverance—makes SEL culturally relevant and community-driven. During group work, for example, I might highlight how demonstrating teamwork connects to our school’s value of collaboration. By consistently connecting these tools to day-to-day learning, SEL becomes a practical, embedded, and authentic part of students’ school experience.

According to Hernandez, educators must highlight critical thinking, problem-solving, creativity, and authentic application of learning rather than relying on rote memorization and surface-level mechanics. He emphasizes the importance of connecting learning to real-world contexts and helping students see themselves as active participants in their own growth. I strongly agree with this argument. While foundational knowledge has its place, students today need to be equipped with the skills to analyze, evaluate, and innovate—especially in a rapidly evolving global society. Teaching only the mechanics leaves students ill-prepared for situations that require adaptability, collaboration, and independent thinking. A richer instructional approach engages learners more deeply and supports long-term retention and relevance.

Prompt 2: When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions?

Hernandez expresses excitement about basic digital tools like Google Docs, Jamboard, and Padlet—platforms that are flexible, accessible, and support collaboration. I regularly use Google Docs to facilitate real-time feedback on student writing and promote peer review. Padlet is especially useful in capturing student thinking during discussions or reflections, and its multimedia capabilities allow students to express ideas in varied formats. Jamboard can be a great way to visually organize group brainstorming sessions or build shared understanding through concept mapping. These tools might seem simple, but they are incredibly powerful when used intentionally to foster communication, critical thinking, and creativity across subjects. Their accessibility also ensures that all students and educators can participate without the barrier of costly subscriptions or steep learning curves.

Prompt 3: Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why?

One of the innovative leadership practices Hernandez mentions is that strong leaders protect teacher time so that they can focus on instruction and collaboration. This resonates with me most because time is one of the most valuable and limited resources in education. When school leaders prioritize giving teachers uninterrupted time to plan, reflect, and collaborate, it signals a commitment to deep professional learning and student-centered teaching. It also builds trust and a sense of shared purpose within the school culture. By contrast, when teachers are constantly burdened with administrative tasks or pulled in multiple directions, it’s difficult to maintain energy and focus on instructional excellence. Protecting teacher time is not just a logistical choice—it’s a pedagogical and moral one that directly impacts student learning.

1. Share the sentence: Present a complex, grade-appropriate sentence to students using chart paper, a smartboard, or handouts.

2. Color-code the individual “chunks”: Highlight words and phrases within the sentence to break it down into manageable parts.

3. Read the sentence aloud: This helps students hear the rhythm and structure of the sentence.

4. Parse the sentence: Engage students in figuring out and explaining the meaning of each part.

5. Discuss text features: Examine grammatical structures and vocabulary within each chunk.

6. Ask guiding questions: Use prompts to direct attention to specific sentence features, such as pronoun references.

7. Interpret the sentence as a whole: Encourage students to describe the overall meaning of the sentence.

8. Connect to the broader text: Discuss how the sentence fits within the context of the entire passage or work.

In my teaching context, I can implement this strategy by selecting sentences from texts we are currently studying that contain rich vocabulary or complex structures. By guiding students through this analytical process, I can help them develop a deeper understanding of sentence construction and meaning, which can enhance their reading comprehension and writing skills. This approach also encourages active participation and critical thinking, as students dissect and discuss the components of meaningful sentences.

2. The strategies presented by Fisher and Frey challenge traditional reading instruction by shifting the focus from isolated word recognition to an in-depth analysis of sentence structure and meaning. Traditional methods often emphasize decoding and vocabulary acquisition separately, whereas this approach integrates these skills within the context of complex sentences. By engaging students in parsing and interpreting sentences, educators encourage a more holistic understanding of language and its nuances.

   
   

   For diverse learners, including English language learners and students with varying reading abilities, sentence-level analysis offers a scaffolded approach to comprehension. Breaking down sentences into smaller chunks allows these students to grasp the function of each component, aiding in the construction of meaning. Additionally, discussing grammatical structures and vocabulary within context helps students internalize language patterns, which can improve both their reading and writing proficiency. This method promotes inclusivity by addressing the needs of learners with different linguistic backgrounds and learning styles.

1. Traditional writing instruction often emphasizes formulaic structures, such as the five-paragraph essay, focusing on grammatical correctness and standardized formats. This approach can limit students' engagement and fail to reflect the authentic writing tasks they will encounter beyond the classroom. In contrast, "adult writing" refers to writing that serves real-world purposes—such as persuasive letters, reflective journals, or analytical reports—that adults engage in regularly. This type of writing is often more nuanced, purpose-driven, and connected to the writer's experiences and audience.

   
   

   To incorporate more "adult writing" into my instructional context, I can design assignments that mirror real-life writing situations. For example, students can write opinion pieces on current events, create informational brochures on topics of interest, or maintain reflective journals that connect personal experiences to academic content. By doing so, students can see the relevance of writing in their lives, which can increase motivation and improve writing skills. Additionally, providing opportunities for peer review and publication can further enhance the authenticity of writing tasks.

   2. The SOLO (Structure of the Observed Learning Outcome) Taxonomy outlines five levels of understanding:core.

      1.Prestructural: The student has limited understanding and may miss the point entirely.

      2.Unistructural: The student understands one aspect but lacks a broader perspective.

      3.Multistructural: The student understands several aspects but views them independently.

      4.Relational: The student integrates aspects into a coherent whole, demonstrating understanding of relationships.

      5.Extended Abstract: The student makes connections beyond the given information, applying understanding in new contexts.

      Using the SOLO Taxonomy to design writing tasks allows educators to scaffold assignments that progressively develop deeper levels of understanding. For instance, initial tasks can focus on identifying and describing key concepts (Unistructural and Multistructural levels). Subsequent tasks can require students to analyze relationships between concepts (Relational level) and finally, to apply their understanding to novel situations or synthesize information creatively (Extended Abstract level). This structured approach ensures that writing assignments promote critical thinking and comprehensive understanding.

   3. France contends that isolating writing as a separate subject is unsustainable and limits students' opportunities to apply writing skills across disciplines. He advocates for embedding writing into all subjects, viewing it as an integral part of learning and human expression. By integrating writing throughout the curriculum, students can develop their ability to articulate thoughts, analyze information, and engage with content more deeply. This approach also reflects the multifaceted nature of writing in real-world contexts, where writing is used to communicate ideas across various

      
      

      The long-term impacts of explicit and systematic writing instruction include enhanced critical thinking skills, improved communication abilities, and greater academic achievement. Students become more adept at organizing their thoughts, constructing arguments, and reflecting on their learning. These skills are transferable beyond the classroom, preparing students for success in higher education and the workforce. Moreover, integrating writing across the curriculum can foster a more cohesive and engaging learning environment, where students see the relevance and application of their writing skills in diverse contexts.

As a high school Health teacher and someone who’s deeply passionate about the subject, I completely agree with Hernandez’s view that we need to move beyond rote memorization. According to him, educators must focus on the purpose behind learning—connecting students to meaningful content, building ethical reasoning, and developing critical thinking, research, and problem-solving skills. He argues that the rise of AI makes it even clearer that simply memorizing facts isn’t enough in today's world. Instead, we need to guide students to understand how to apply knowledge, analyze information, and make responsible decisions. In Health class, this is especially important: students aren’t just learning facts about nutrition, mental health, or substance abuse—they're preparing to make real-life decisions that impact their wellbeing. Helping them think critically and engage in real-world applications prepares them for challenges far beyond the classroom.

2. Hernandez is excited about “basic ones, the workhorses” when it comes to digital tools. How do (or how can) you use those basic, free tools he mentions?

I love that Hernandez values simple, accessible tools like the camera app, Voice Memos, and Keynote. As a Health teacher, I’ve found these to be incredibly powerful in encouraging creativity and reflection. I often ask students to record voice reflections on stress management strategies or create time-lapse videos to document fitness routines or mindfulness practices. The camera app is also a great tool for capturing images that represent different components of wellness or for producing short PSA-style videos on topics like vaping or healthy relationships. Keynote has been useful for student-led presentations, allowing them to incorporate multimedia into their research projects. These tools may be basic, but they allow students to express their understanding in authentic, engaging ways—something especially valuable in a subject like Health, where the goal is often to connect knowledge to personal behavior and community awareness.

3. Hernandez lists two things innovative school leaders do. Which one of those most resonates with you, and why?

The leadership trait that most resonates with me is the importance of having a clear vision for changing the assumptions around learning. In Health education, there are often outdated assumptions—like treating it as just a “required” course or focusing solely on textbook content. But true learning in Health is about empowering students to lead healthier lives and think critically about the choices they face. As a lifelong learner in this field, I value leaders who ask: “What kind of people do we want our students to become?” That vision aligns deeply with my own teaching philosophy. It motivates me to create lessons that are relevant, dynamic, and student-centered. I also appreciate Hernandez’s point about school leaders exploring outside their own districts—bringing in fresh ideas keeps the energy of innovation alive and ensures we don’t settle into comfort zones that no longer serve students.

a. Curiosity supports learning:
As someone who has long taught high school Health, I often start my lessons with a question or scenario that sparks curiosity, such as, “What would happen if you only slept four hours a night for a week?” or “Why do some people develop addictions while others don’t?” These curiosity-driven prompts not only hook students but also serve to frame the lesson with relevance and intrigue. By tapping into real-life scenarios or common misconceptions, I create an environment where students are naturally motivated to learn. This strategy primes their brains for deeper engagement and retention. It reminds me that simply presenting information isn’t enough—students need a reason to care about it.

b. We process verbal information better when it’s paired with visual information:
In Health class, I consistently integrate visual aids such as infographics, short videos, and labeled diagrams when teaching topics like nutrition, the nervous system, or stress responses. For example, while discussing the impact of drugs on the brain, I use colorful brain maps to illustrate what areas are affected and describe these effects verbally. This dual coding approach strengthens understanding by allowing students to engage two cognitive pathways at once. It’s especially helpful for students who may struggle with traditional lectures. Pairing verbal explanation with visuals ensures the learning sticks more deeply and reaches a wider range of learners.

c. We only learn what we think about:
I’ve learned to make time for reflection and discussion during every lesson. After introducing new content—say, about mental health disorders—I give students structured time to discuss what they learned in small groups or write a quick personal reflection connecting the topic to something in their lives. This ensures they’re not just passively taking in the material but actively processing it. By encouraging students to think about and make sense of the content, I increase the likelihood that the learning will be encoded and stored. This also gives me insight into their thinking and where I may need to reteach.

d. We must repeat and return to new learning in multiple ways to make it stick:
In my Health classes, I spiral key concepts throughout the semester. For instance, when teaching about stress, I might first cover the biological response in a unit on the nervous system, then revisit it later during units on mental health, time management, and substance use. I also incorporate frequent low-stakes quizzes, review games, and scenario-based activities that ask students to apply the same concepts in different contexts. This spaced repetition helps to solidify learning and keeps key ideas fresh. Cramming might help students pass a test, but repeated exposure over time ensures they actually remember and understand the content.

2. Discuss how you can apply one of the four strategies listed under the heading "When the Science of Learning and Teaching Intersect" into your own instructional practice. What does that look like in your classroom?

Strategy: Engage students in thinking about their learning with high-level questions.
As a Health educator and someone who truly believes in the importance of what I teach, I find that one of the most powerful tools I have is asking students to think deeply and critically about the topics at hand. When teaching about decision-making and risk behaviors, I use open-ended, high-level questions like, “Why do you think some teens choose to engage in risky behaviors even when they know the consequences?” or “How would you design a campaign to reduce vaping among your peers?” These questions require students to reflect, explain, and justify their thinking, which helps them consolidate new knowledge and apply it meaningfully. I also encourage peer discussions and have students explain their reasoning to others, which further reinforces learning. This approach transforms my classroom from a space of passive reception to one of active, engaged, and reflective learners who are truly making sense of health information that will benefit them long after they graduate.

As a long-time high school health teacher, I’ve come to deeply value structured learning, but I’m also a believer in the power of experiential and joyful engagement—this same mindset shapes my approach to literacy. When I integrate literacy into health education, I aim for a balance of structure and exploration. For example, students may start by reading a structured article on nutrition, followed by a creative group project where they write a health PSA in the form of a comic strip or skit. These activities offer students opportunities to synthesize information in playful, collaborative ways. There’s still room to expand by adding more intentional language work, such as encouraging students to reflect in journals or build vocabulary through storytelling related to health. I see opportunities to more fully integrate approaches like the Allyn & Morrell 4 Keys, especially “meaning-making” and “the power of story,” as a way to help students build both content understanding and literacy skills.

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?

One moment that stands out is when a student confused “carbohydrates” with “carbon dioxide” during a class discussion. Initially, it caused some giggles, but it led to a great discussion about how terms in science and health are connected and why precision in language matters. That “mistake” sparked deeper learning and curiosity—and it reminded me that student errors are powerful entry points for deeper thinking. To create more such moments, I’ve begun celebrating student drafts and thinking aloud more often. I now encourage students to write rough versions of their responses and explain their reasoning before finalizing answers. In a literacy context, especially for younger students, I imagine building in opportunities for "revision celebrations" or “brave mistakes” boards—spaces where the class honors the process of learning through error. Literacy learning should be a space where developmental steps, not just polished products, are visible and valued.

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?

In health education, writing is already central in the form of reflections, research projects, and presentations. However, I see potential for making writing more purposeful and frequent across genres, as the Educational Leadership article suggests. I could incorporate more personal narrative writing around health journeys, persuasive writing to advocate for public health issues, and even poetry to explore emotional health topics. To build structure, I’d use the Allyn & Morrell 4 Keys framework as a lens for scaffolding lessons—starting with sound-letter connections and fluency through topic vocabulary, and leading into deeper meaning-making through writing about students' lived experiences. Additionally, peer sharing and revising could foster a classroom culture where writing is not only an individual activity but a collaborative and community-based one. Ultimately, I want students to see writing not just as a task, but as a tool for making sense of their world—whether they are five or fifteen years old.

As a long-time high school Health teacher, I see the classroom as a natural space to foster a comprehensive ecosystem of support. In Health education, students are often asked to be vulnerable, reflect on personal experiences, and engage in sensitive conversations about mental health, relationships, and identity. I plan to adopt more community-building practices such as restorative circles, weekly wellness check-ins, and peer mentoring to ensure students feel emotionally safe and seen. I also want to involve families more meaningfully by creating open lines of communication and offering parent workshops on adolescent health and wellness. When students know that their health and well-being are genuinely prioritized, they are more likely to engage fully in the learning process. My goal is to create an environment where students don’t just feel tolerated—they feel loved, supported, and understood.

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?

Teaching Health provides a great opportunity to connect students' cultural backgrounds with curriculum content. For example, when discussing nutrition and wellness, I can invite students to share their cultural food practices and analyze how these traditions intersect with health data or dietary guidelines. Similarly, while exploring mental health topics, I can include diverse perspectives on healing and emotional expression, incorporating culturally specific coping strategies such as spirituality, community storytelling, or herbal remedies. I can also bring in guest speakers from the community who represent the racial and cultural identities of my students to talk about health careers and culturally informed approaches to care. By allowing students to see their own cultures reflected in the curriculum, Health becomes more than a subject—it becomes a relevant and affirming exploration of self and community. This cultural responsiveness not only increases engagement but also fosters dignity and pride in who students are.

3. The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?

In my Health classes, I make it a point to include units that reflect the diverse experiences of my students, especially Black students whose stories are often underrepresented or misrepresented. For instance, when we cover public health disparities, I incorporate case studies that show both challenges and triumphs in Black communities—from historical figures like Dr. Rebecca Lee Crumpler to modern-day Black-led health initiatives. I also ask students to complete a "Health Identity Project," where they explore how race, gender, culture, and socioeconomics shape their health experiences and beliefs. This allows them to see the connections between personal and collective histories. I believe that celebrating Black joy, health innovation, and resilience is just as important as acknowledging disparities. By doing so, I aim to affirm every student’s identity and show that Health education can be a tool for empowerment, awareness, and transformation.

John Hattie’s research identifies collective teacher efficacy as the most effective factor influencing student achievement, even more than socioeconomic status or prior achievement. Collective teacher efficacy is the shared belief among educators that, together, they can make a significant impact on student learning. As a long-time high school Health teacher and someone who deeply values both physical and mental well-being, I see the potential of this belief system to empower educators and, by extension, students. One way we could foster collective efficacy in our department is through consistent, structured PLCs focused not just on logistics or curriculum pacing, but on student outcomes and instructional strategies that work. We could regularly examine student data together, share what has worked in our classrooms, and reflect on how to adjust our teaching collectively to meet student needs. Leadership can support this by providing both time and professional development resources that encourage risk-taking, reflection, and ongoing collaboration. When teachers feel that their voices matter and that their expertise contributes to student success, they’re more likely to invest in the collective mission.

2. Which of the five leadership components that significantly influence effective collaboration do you find most impactful when you engage in professional collaboration? Describe an instance in which you found that particular component especially impactful.

Of the five leadership components, I find “Facilitate a Well-Defined Structure for Collaboration” to be the most impactful. Having a clear protocol or structure in place ensures that collaboration doesn’t become aimless or superficial. One example was during a cross-curricular initiative involving the Health and PE departments, where we used a protocol similar to Ventura’s Achievement Teams framework. Instead of loosely talking about student engagement, we focused on actual student performance data from fitness assessments and health knowledge tests. Because we had an agenda, specific reflective questions, and assigned roles (like facilitator and recorder), the conversation was productive and led to real changes in our teaching strategies. We were able to design a unified unit on stress management that aligned physical activity with mental health instruction, and students responded well. The structured process kept us focused and created a sense of ownership and trust among colleagues, which is hard to build in more informal settings.

3. Discuss a time when one or more of the conditions for collaboration discussed in the article were missing in a meeting, PLC, or other collaborative setting. How did the missing condition(s) impact the effectiveness of the meeting?

I recall a PLC meeting early last school year that, unfortunately, lacked several key conditions for meaningful collaboration: clear goals, structured protocol, and leadership support. The meeting felt more like a check-in than a professional learning space. We were given time to meet, but there was no shared agenda or facilitation. Some teachers used the time for grading, others chatted about non-academic issues, and there was little discussion about instruction or student needs. As a Health teacher who values collaborative growth, I found it frustrating—especially because we had just received assessment data showing that student engagement and knowledge retention around mental health topics had dropped. Without direction or leadership input, the group didn’t use the time to address these concerns. As a result, nothing actionable came out of the meeting, and we missed an opportunity to help students. The experience underscored for me that just giving teachers time to meet isn’t enough; leadership must provide structure, purpose, and follow-up to make collaboration impactful.

As a longtime Health teacher in high school, I deeply value practices that emphasize identity, belonging, mastery, and efficacy—pillars at the core of Abbotsford’s student agency framework. In our district, we could adapt these strategies to address student disengagement and rising mental health challenges by embedding identity work into advisory or homeroom structures. For example, structured storytelling or journaling exercises could be introduced in Health classes to allow students to explore and share their personal experiences in a safe environment. To foster a deeper sense of belonging, we might implement intergenerational peer mentoring or cultural affinity groups that reflect the diverse backgrounds of our students. Mastery and efficacy could be promoted by having students identify and lead change projects based on their lived experiences, such as redesigning aspects of school wellness programming or co-creating mental health awareness campaigns that reflect student voice. These adaptations would not only deepen student engagement but also affirm our commitment to creating more equitable and responsive school environments.

2. Describe the purpose of the "artifact circles" activity mentioned in the article. How might this look like in your school?

The purpose of the “artifact circles” was to give students a personal and symbolic way to connect with their identity and share it with others in a supportive space. By bringing in objects that represented courage, students had the opportunity to be vulnerable, reflect deeply, and build trust with their peers and adult allies. In my school, this activity could be integrated into Health or advisory periods to help foster emotional intelligence, empathy, and a strong classroom community. For example, I could ask students to bring an artifact that represents resilience or healing—two key themes in health education—and facilitate small-group circle conversations around those items. This not only helps students connect their personal stories to broader concepts of well-being and mental health, but also creates an inclusive culture where students feel safe, heard, and empowered. Over time, I believe this could shift classroom dynamics and make space for more authentic connections among students and between students and staff.

3. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.

1. Begin with Identity Work: Build time into the curriculum for students to reflect on who they are, their experiences, and what matters most to them. As a Health teacher, I could facilitate reflective exercises or storytelling projects that help students uncover their values, identity, and health journeys, which can serve as a foundation for future leadership roles.

2. Create Dedicated Student Voice Spaces: Establish a student voice community similar to Abbotsford’s—where diverse student leaders are brought together regularly with supportive adults to identify challenges in their school and co-create solutions. These could be Health-centered student wellness councils that advocate for change related to mental health, physical activity, or inclusive health education.

3. Train Adults to Step Back: Adults must learn how to shift from being directive to facilitative. This mindset shift includes listening without defensiveness, giving up control, and allowing students to define what success looks like. In staff meetings or professional development, this could look like training educators to hold space for student feedback that may challenge traditional practices—especially around sensitive topics like mental health, gender identity, or health curriculum relevance.

4. Support Student Inquiry Projects: Students should be supported to research and propose changes in real systems—grading, scheduling, wellness policies, etc.—and present them to decision-makers. Health classes are a great starting point for these projects, as they naturally lend themselves to inquiry and problem-solving around lived issues like stress, bullying, nutrition, or digital wellness.

5. Celebrate Student Leadership Publicly: Host district-level events, like end-of-year retreats or symposiums, where students can showcase their projects and be recognized as true changemakers. Public validation reinforces the message that their voices matter and builds community momentum toward more student-centered practices.

These recommendations, rooted in the belief that student voice is not a one-time gesture but a continuous partnership, can help make lasting, equity-centered transformation possible.

As a long-time high school Health teacher and a strong believer in the power of health education, I found the NEW model’s concept of differentiated roles and responsibilities within a teaching team to be the most innovative element. This breaks away from the traditional notion that all teachers must do everything equally and alone. With specialized roles—such as content experts, interventionists, or project facilitators—educators can teach to their strengths while better meeting student needs. A key benefit of this approach is improved instructional quality and targeted support, but a challenge may be logistical, including scheduling, training, and ensuring equitable workload distribution. In my health classes, this could mean partnering with colleagues who have deep experience in mental health, physical education, or nutrition science to build interdisciplinary units, making instruction richer and more aligned with students' real-world experiences. Implementing this model schoolwide or districtwide would require significant planning and buy-in, but the potential to personalize learning while supporting teacher well-being is truly compelling.

2. Compare and contrast the conventional classroom model with the NEW team teaching approach. Explain how the NEW model addresses the diverse needs of students and teachers.

The conventional classroom model relies heavily on one teacher managing one room full of students—often over 125 students a day in secondary schools. As someone who has taught Health for years, I know firsthand how difficult it is to deliver personalized instruction under those conditions. The NEW team teaching approach transforms that dynamic by placing educators into collaborative teams with shared student rosters and flexible roles. This allows for grouping students by need and interest, cross-disciplinary projects, and individualized interventions—things rarely possible when one teacher must do it all. For teachers, this model creates an environment of shared responsibility, frequent collaboration, and professional growth. Students benefit because they’re more likely to connect with at least one adult who understands and advocates for them. This approach acknowledges the diversity in both learner profiles and educator strengths, making education more human-centered and responsive.

3. What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model? How might the NEW model address multiple educational goals simultaneously?

The NEW model clearly values teacher autonomy as a cornerstone of professional satisfaction and retention. Based on the research shared in Educational Leadership, it was evident that when teachers felt they had real decision-making power—especially within their teams—they were more likely to stay in the profession. As a Health teacher, I’ve always appreciated having the freedom to adapt curriculum to student needs, and I can only imagine how empowering that autonomy would be in a truly collaborative environment. What struck me most in this issue was how autonomy wasn’t about working in isolation, but rather about having influence over instructional decisions within a team. The NEW model addresses multiple educational goals—academic achievement, social-emotional growth, equity, and student engagement—by leveraging the varied expertise of a team. Each teacher can contribute uniquely to broader school goals while still focusing on what they do best. This integration is what makes the model not just innovative but sustainable.

2. How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?
Furness High School is a shining example of what’s possible when collaboration is more than just a buzzword. The success of the school is rooted in the open and respectful dialogue between teachers, administrators, and students. Everyone is invested in each other's growth. From teen court and student council to bilingual counseling and daily teacher PLCs, the school culture is one where voices are heard and decisions are shared. As a Health teacher, I understand how important this collaboration is—when students know the adults around them are aligned in support, they feel safe enough to explore and grow. And when teachers are supported by leadership that values their input and well-being, their instruction is more innovative and authentic. This culture of mutual respect and teamwork directly translates to better learning outcomes and student engagement.

3. What lessons learned from this successful neighborhood school might you apply in your own school or district?
Furness has taught me that meaningful change comes not from flashy programs but from consistent, values-driven practice rooted in community. One lesson I’d take back to my own school is the emphasis on restorative practices and personalized discipline. As a Health teacher, I constantly emphasize accountability, empathy, and personal growth—principles that restorative practices uphold. I also admire how Furness empowers students to take leadership roles and to express themselves through performance-based, culturally connected projects. This inspires me to incorporate more student-driven health projects that reflect diverse backgrounds and current issues. Finally, I’d advocate for more time and space for teacher collaboration, something that Furness prioritizes and that directly supports staff morale and student achievement. The overarching takeaway is that relationships and respect—between staff, students, and families—must come first.

Public recognition in schools carries several important benefits. First, it helps build a culture of appreciation and validation, making educators feel seen, valued, and encouraged to continue doing meaningful work. As someone who has taught high school Health for many years, I understand the importance of emotional and mental well-being—recognition supports this by reducing feelings of burnout and invisibility that many teachers experience. Recognizing staff also fosters stronger relationships among colleagues, encouraging collaboration and peer-to-peer learning. However, one challenge is the potential for imbalance; when recognition isn’t equitable across departments or staff roles, it may create resentment or feelings of neglect. For example, the physical education or Health department may sometimes feel overlooked compared to core subjects like math or science. Still, when implemented thoughtfully, staff recognition can increase professional motivation, reduce attrition, and inspire educators to contribute more fully to the school’s mission.

2. Evaluate the effectiveness of different celebration strategies proposed in the text. According to Thompson, why is celebration crucial in professional environments?

The celebration strategies shared in the article are both practical and powerful. Recognizing small and large accomplishments alike—such as featuring a “Staff of the Month” or spotlighting departments in newsletters—ensures more inclusive and regular appreciation. I particularly like the idea of inviting faculty and staff into decision-making sessions. This creates a culture where educators are not only celebrated but also heard, which is empowering and motivating. From a Health education perspective, I see this kind of recognition as a critical component of overall workplace wellness. Thompson emphasizes that celebration is not just about acknowledgment, but about building community, inspiring progress, and lifting the entire school. She reminds us that celebrating greatness “puts it on the spot,” helping others learn from it and strive for similar success. In environments where so much focus is placed on challenges, this shift toward recognizing what’s going right is crucial for maintaining a healthy, motivated professional environment.

3. Which of the three principles that Thompson says she lives by would impact your professional practice the most? Why? What are specific ways you can use that principle in your educational context, whether it is with students or staff?

The principle that resonates most deeply with me is “When we acknowledge, we empower.” As a long-time Health teacher and believer in holistic well-being, I’ve seen firsthand how powerful empowerment is for both students and staff. When people feel seen and appreciated, they’re more likely to step into leadership roles, engage meaningfully with their work, and develop professionally. In my classroom, I can apply this principle by creating systems where students are acknowledged for personal growth and healthy decision-making—not just academic performance. For staff, I would advocate for starting a “Wellness Wall” that recognizes not only teaching achievements but also efforts that support mental and physical well-being, such as leading wellness initiatives or completing mindfulness training. Acknowledging these contributions reinforces the message that we value the whole person, not just their role in the school. Ultimately, when we empower each other through recognition, we build a healthier, more resilient school culture.

Student Achievement Partners suggest several steps for analyzing a “juicy sentence” that helps students understand complex sentence structures. First, the teacher presents a challenging sentence from a grade-level text so everyone can see it clearly, using tools like a smartboard or chart paper. Then, the sentence is broken down into color-coded chunks to highlight its parts, and the teacher reads it aloud to model fluency. Next, students work together to parse the sentence, figuring out the meaning of each segment. The teacher leads a discussion about the grammar and vocabulary, asking questions like “What does ‘its’ refer to here?” Finally, students explain the sentence’s overall meaning and connect it to the broader text. As a high school Health teacher and believer in the importance of health education, I can use this approach to help students break down complex health texts. For example, analyzing sentences about nutrition or disease prevention this way would make difficult content clearer and improve their reading skills at the same time.

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?

The strategies described push beyond traditional reading instruction, which often emphasizes word recognition and broad comprehension without much focus on sentence structure. Instead, this approach dives into how sentences are built — including dependent clauses, conjunctions, and pronouns — which are often overlooked but crucial for true understanding. For diverse learners, such as English language learners or students with reading challenges, sentence-level analysis provides a clearer roadmap for navigating complex texts. It breaks down barriers by showing exactly how meaning is constructed, which helps all students, regardless of background or ability. As someone who has taught Health for years, I know that health information can be dense and abstract. Teaching students how to unpack sentences gives them valuable tools to access this important content, making health education more accessible and meaningful.

Traditional writing instruction often focuses on longer, structured pieces such as narratives, informational essays, or persuasive compositions. These are typically planned, formal, and taught as separate assignments in language arts classrooms. In contrast, "adult writing" tends to be more immediate, short-form, and purpose-driven, such as emails, texts, or brief proposals. Adult writing usually demands clear, concise communication on specific topics, often on-demand and related to real-life tasks. To incorporate more "adult writing" in my high school Health classes, I can create on-demand writing prompts related to health topics, like writing a quick explanation of why healthy habits matter or summarizing the impact of nutrition on wellness. This approach would not only build writing fluency but also deepen students’ understanding by connecting writing with subject-specific content.

2. Name the five levels of the SOLO Taxonomy. How can the SOLO Taxonomy be used to design more effective writing tasks?

The five levels of the SOLO Taxonomy are: Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract. Each level represents increasing complexity and depth of understanding. In designing writing tasks, teachers can use SOLO to ensure that prompts match students’ cognitive abilities while gradually increasing rigor. For example, a Unistructural task might ask students to identify a single health benefit of exercise, while a Relational task could require them to explain how multiple lifestyle choices interconnect to affect overall well-being. Extended Abstract tasks might challenge students to hypothesize or propose innovative health solutions based on their understanding. Using SOLO allows me to scaffold writing tasks systematically and make sure students are developing higher-order thinking along with their writing skills.

3. France argues that writing should not be treated as a separate subject. Explain his rationale. What are the potential long-term impacts of explicit and systematic writing instruction?

France’s rationale is that writing is most effective when it is integrated across all subjects rather than taught as an isolated skill. This integration helps students use writing as a tool to think critically, communicate subject-specific knowledge, and engage more deeply with content. By embedding writing tasks in various disciplines, students can practice cognitive writing, which reflects the real-world demands of adult writing. The long-term impacts of explicit and systematic writing instruction include improved fluency, stronger critical thinking skills, and better academic achievement overall. For students in my Health classes, this means that writing about health topics regularly can enhance their ability to articulate ideas clearly and make informed decisions about their well-being, ultimately contributing to lifelong health literacy.

Kay’s fitness club analogy compares the experience of new gym-goers during the “January rush” to teachers trying out new instructional innovations. Just as many people join a gym with enthusiasm but don’t know how to properly use equipment or exercises and become discouraged when they don’t see immediate results, teachers often try new teaching strategies without enough experience or support and feel frustrated by inconsistent outcomes. This leads many to abandon new methods and revert to familiar approaches, similar to how gym members give up their fitness goals. I strongly agree with this comparison because it highlights the natural learning curve in both fitness and teaching innovations. Both require patience, persistence, and practice to move from being a novice to becoming proficient. As someone who has taught Health for years, I see the same pattern in students and teachers alike—initial struggles are part of the process, and giving up too soon cuts off growth.

2. According to the article, what must be paired with failure to “get good” at anything? Discuss a time when you experienced this in your teaching experience. How can you communicate this idea to students?

The article emphasizes that failure must be paired with reflection to “get good” at anything. It’s not enough to fail repeatedly; one must also analyze what went wrong and think critically about how to improve. In my experience teaching Health, I recall trying to introduce a new discussion format on mental health topics that initially fell flat—students were disengaged and awkward. However, after reflecting on what didn’t work, I adjusted the topics and provided clearer guidelines for respectful dialogue. Over time, the discussions became more meaningful and productive. To communicate this to students, I openly share that mistakes and failures are normal and necessary parts of learning. I encourage them to reflect on what they can do differently next time rather than feeling discouraged. This helps create a classroom culture where growth through trial and error is celebrated, much like training for fitness or developing any new skill.

According to Kegan and Lahey, effective positive feedback has three essential qualities: it must be direct, specific, and non-attributive. Direct feedback means addressing the person personally and using first-person language instead of talking about them indirectly. Specific feedback focuses on clear, observable actions or behaviors rather than vague praise. Non-attributive feedback avoids labeling the person with general traits and instead shares concrete examples that illustrate positive behavior.

Reflecting on my experience as a high school Health teacher, I recall a time when my supervisor said, “You’re a great teacher,” which, while kind, felt attributive and somewhat general. It didn’t resonate as much as feedback I later received that was direct and specific: “I noticed how you engaged students during the lesson on nutrition, especially when you connected the material to their daily habits, which really seemed to capture their attention.” This kind of feedback felt authentic and motivating because it referenced observable behavior directly connected to my work. Given my passion for health education, such precise encouragement helped me see the impact of my teaching strategies more clearly and reinforced my commitment to promoting healthy lifestyles.

2. Discuss the difference between attributive and non-attributive feedback. Which is more preferable? Why?

Attributive feedback assigns a general trait or characteristic to a person, such as calling someone “kind” or “hardworking.” While this can sound positive, it often feels less impactful because people tend to discount these labels by recalling moments when they did not fit the description. On the other hand, non-attributive feedback focuses on specific actions or behaviors that can be observed and verified, such as describing how someone handled a situation or interacted with others.

Non-attributive feedback is generally more preferable because it is grounded in concrete evidence that the recipient can confirm, making it harder to dismiss. This type of feedback feels more genuine and meaningful, which can boost confidence and encourage growth. In my experience teaching Health, when I receive feedback about how I engaged students or managed a challenging topic effectively, it resonates much more than vague compliments about my personality or work ethic. It helps me know exactly what to continue doing or improve.

3. How might a leader transform a generic compliment into a more meaningful observation? Explain how direct communication might prevent misunderstandings in professional interactions with colleagues.

A leader can transform a generic compliment into a meaningful observation by making the feedback direct and specific, focusing on the particular behavior or result they observed. For example, instead of saying, “Good job on your lesson,” a leader might say, “I appreciated how you incorporated real-life examples in your Health class today, which seemed to really engage the students and encourage their participation.” This kind of feedback shows attention to detail and acknowledges the teacher’s effort, making the praise feel sincere and impactful.

Direct communication also helps prevent misunderstandings because it reduces ambiguity. When leaders clearly state their observations and feedback using first-person language and specific examples, colleagues understand exactly what is being recognized or addressed. In a school environment, where teamwork and clarity are crucial, this reduces the chances of misinterpretation or assumptions that might lead to conflict or confusion. As someone who values health — both physical and emotional — I believe clear, direct communication fosters a positive, trusting atmosphere that supports well-being and collaboration among staff.

I find the study that Holdbrooks cites to be affirming rather than surprising. As someone who has long taught Health in high school, I have witnessed firsthand how social-emotional learning (SEL) impacts students’ overall well-being and academic success. For example, when I introduced mindfulness and self-regulation exercises into my lessons, I noticed students becoming more focused and better able to manage stress, which in turn improved their participation and performance. This aligns with the study’s findings that SEL benefits span multiple domains, including attitudes, behaviors, and academic achievement. The fact that benefits remain significant even in middle and high school resonates with my experience that it’s never too late to help students develop these essential skills.

2. According to the article, what works "when implemented thoughtfully"? What are some things you can do to implement this thoughtfully in your context?

The article emphasizes that various SEL approaches can be effective when implemented thoughtfully. Thoughtful implementation means tailoring programs to fit the specific needs and culture of the school community, ensuring fidelity to the core principles of SEL, and integrating these practices into everyday routines rather than treating them as add-ons. In my context, I can implement SEL thoughtfully by first assessing students’ social-emotional needs and then aligning SEL strategies with the existing Health curriculum and school values. I would also involve colleagues and stakeholders in training to create a consistent approach across classrooms and develop ongoing feedback loops to adjust and improve the program. Additionally, creating safe and supportive classroom environments where students feel heard and respected can enhance the effectiveness of any SEL intervention.

3. Describe how you can use the resources already at your disposal (Habitudes, PBIS, School Core Values, etc...) to implement SEL into your practice?

I can leverage the existing resources such as Habitudes, PBIS (Positive Behavioral Interventions and Supports), and our school’s Core Values to integrate SEL into my practice more seamlessly. Habitudes offers visual and narrative tools that encourage leadership and character development, which can complement lessons on interpersonal skills and self-regulation. PBIS aligns with SEL by promoting positive behaviors and creating consistent expectations, which helps foster a supportive school climate conducive to SEL growth. Embedding SEL concepts within our Core Values also reinforces their importance and connects them to the school culture, giving students clear examples of how social-emotional skills are valued in everyday interactions. Combining these resources within my Health classes will provide a holistic approach to teaching SEL, reinforcing the connection between mental, emotional, and physical health.

a. Curiosity Supports Learning
As a high school special education teacher, I’ve seen firsthand how curiosity can transform a disengaged student into an active learner. To apply this principle, I plan to start lessons with thought-provoking questions, real-world scenarios, or short clips that relate to students’ personal interests and lived experiences. For example, in a life skills math class, I might begin a budgeting unit by asking students how much it would cost to throw their dream birthday party or start a small sneaker reselling business. This approach taps into their natural curiosity and helps them see the relevance of math in their lives. Just like in coaching basketball, where we used real game scenarios to drive practice intensity, sparking curiosity in the classroom primes students for deeper learning.

b. We Process Verbal Information Better When It’s Paired with Visual Information
Many of my students benefit from multi-modal instruction due to their diverse learning needs. To incorporate dual coding, I will ensure that my lessons include both spoken and visual components—for example, combining oral directions with graphic organizers, diagrams, or animations. When teaching reading comprehension strategies, I might model thinking aloud while annotating text on the board using symbols or color codes to visualize metacognition. I’ve also found success using tools like Google Slides with embedded visuals and captions that allow students to follow along at their own pace. Just as basketball drills are more effective when both demonstrated and explained, academic concepts become clearer when students can see and hear the material simultaneously.

c. We Only Learn What We Think About
This insight reminds me to be intentional about designing activities that prompt active thinking. In my classroom, this means using frequent checks for understanding, guiding questions, and collaborative discussions. For example, during a social studies unit, I might ask students to connect historical events to current events or to their own lives. Instead of simply presenting information, I’ll provide opportunities for them to reflect, summarize, and explain concepts in their own words. I’ve noticed that when students are thinking critically—just like athletes watching game film and analyzing plays—they retain information more effectively and develop a deeper understanding.

d. We Must Repeat and Return to New Learning in Multiple Ways to Make It Stick
Repetition is essential in special education, where students often need multiple exposures to retain new information. I use spaced retrieval practice by revisiting key vocabulary, concepts, or strategies across weeks in warm-ups, games, or short quizzes. I also employ interleaved practice—mixing different types of problems within the same session—to help students distinguish between strategies and apply the right one. This mirrors the way we rotated different basketball drills in a single practice to build muscle memory and versatility. Through consistent and varied practice, I help students move information from short-term memory to long-term mastery.

2. Application of One Strategy from “When the Science of Learning and Teaching Intersect”

Unleashing Student Curiosity with Cognitive Interest Cues
One strategy I find especially powerful and relevant to my high school special education classroom is using cognitive interest cues to spark curiosity. This means designing lessons that begin with engaging hooks or real-life problems that matter to my students. For instance, in an economics lesson, I might ask students to plan how they would spend a $500 paycheck, incorporating concepts like taxes, savings, and expenses. By starting with a challenge that is both personal and practical, students are more invested in the learning process. This approach mirrors how I used to design basketball practices—starting with a competitive drill or scenario to capture attention and set the tone. In the classroom, these cues don’t just make learning fun; they activate students’ brains in a way that enhances memory and engagement, particularly for students who often struggle with motivation or attention.

As a high school special education teacher, balancing structured literacy instruction with playful learning looks different than it does in early childhood settings, but the principle is just as important. I integrate structured literacy strategies—like systematic phonics, explicit vocabulary instruction, and guided reading—with opportunities for creative expression, storytelling, and real-life connections. For example, we might work through a decodable text together, then use those learned patterns in a collaborative group project like designing comic strips or writing personal narratives related to our weekly themes. Playful learning for my students includes incorporating movement, games, or roleplay, which helps build comprehension and confidence in a more engaging way. Opportunities to further integrate these approaches include bringing in more project-based learning or peer-led activities that allow students to "play" with language through debate, writing workshops, or even incorporating sports analogies and scenarios—especially relevant since I also coach basketball—to help students find familiar entry points into literacy.

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?

I remember a student who struggled with spelling but was enthusiastic about writing his own rap lyrics. He once wrote "nite" instead of "night," and it opened up a great conversation about phonics, common alternative spellings, and how language evolves in different contexts like music and texting. That "mistake" not only built his phonemic awareness but also empowered him to feel like he had something valuable to say, despite the technical errors. To create more of these opportunities, I intentionally design lessons that invite risk-taking—like freewriting exercises or journaling without grading for grammar—to encourage experimentation. I also post “Great Mistakes of the Week” on the board, celebrating student slips that led to deeper learning, helping to normalize error as part of growth and encouraging reflection rather than fear of being wrong.

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?

To place writing on equal footing with reading, I've begun implementing daily writing routines in class—whether through warm-ups, exit tickets, or response journals—to ensure students are actively composing every day. I structure writing instruction around the four components of the Allyn & Morrell 4 Keys: emphasizing phonics and spelling patterns (sounds and letters), building print fluency, encouraging meaning-making, and cultivating the power of story. Writing activities are intentionally connected to our reading materials; for example, after reading a text, students might write a personal reflection, alternative ending, or character diary entry. I also integrate writing into other content areas like social studies and science, helping students see writing not just as an English skill but as a life skill. Additionally, I model the writing process often—drafting and revising my own pieces in front of students—which demystifies the process and shows them that writing is both challenging and achievable.

Hernandez argues that educators must prioritize deep understanding, critical thinking, and relevance to students' lives over rote memorization. He believes that students need to engage in meaningful learning that helps them connect knowledge across disciplines and apply it in real-world contexts. I completely agree with his stance. In today's rapidly changing world, knowing facts is no longer enough—students must be able to analyze, synthesize, and evaluate information. When we teach beyond the mechanics, we equip students with lifelong learning skills and prepare them for both academic and career success. This shift is especially important for multilingual learners, who benefit from contextual, language-rich environments that foster 2:

Hernandez highlights the effectiveness of basic digital tools like Google Docs, Jamboard, and Flip as powerful supports for instruction. These tools may seem simple, but they provide significant opportunities for collaboration, creativity, and differentiation. In my classroom, I use Google Docs for peer editing and collaborative writing tasks. It allows students to comment, revise, and give feedback in real time, which builds both academic and interpersonal skills. Jamboard is great for brainstorming and exit tickets, especially for visual learners. Flip gives students a voice, allowing them to reflect and present ideas orally—an essential feature for English Learners who may be developing their writing skills but are comfortable expressing ideas verbally. These tools are effective because they are easy to use, accessible, and adaptable to different content areas.

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Hernandez emphasizes that innovative school leaders listen actively and create conditions for teacher learning. The one that resonates most with me is the commitment to creating space for teacher learning. When school leaders invest in professional development and foster a growth mindset, it builds a culture of continuous improvement. I’ve seen firsthand how impactful it is when teachers are supported in trying new strategies and reflecting on practice—it directly benefits students. This leadership approach also encourages collaboration and shared ownership of success, which builds stronger school communities. Empowering teachers through learning opportunities shows respect for their expertise and supports the implementation of evidence-based practices that improve student outcomes.

The first insight—learning is a process of making meaning—reminds me to connect content to students’ lived experiences. I can implement this by using culturally responsive texts and asking students to relate them to their own communities. The second insight—learning builds on prior knowledge—reinforces the importance of activating background knowledge. I use warm-up tasks and KWL charts to assess what students already know before introducing new material. The third insight—learning is enhanced when learners are active participants—inspires me to increase collaborative tasks such as think-pair-share and inquiry-based learning. Lastly, learning requires time and repeated exposure motivates me to spiral content through mini-reviews, retrieval practice, and spaced repetition so that students can revisit and deepen their understanding over time. 2:

One strategy that stands out is making learning visible, which can be powerful in helping students monitor their own progress. In my classroom, I use tools like exit tickets, student goal-setting sheets, and public anchor charts that track what we've learned. I also have students explain their thinking verbally or in writing, especially during math problem solving or text analysis. This not only deepens their metacognition but helps me assess their understanding in real time. By modeling my own thinking aloud, I show students how to make their internal learning process visible, creating a culture where learning is transparent, shared, and celebrated.

2:

I recall a moment when a student misread the word “climbed” as “cleaned,” which led to a class discussion on how suffixes change meaning and how context clues help us clarify unfamiliar words. Instead of correcting her immediately, I asked the class what they noticed, which encouraged peer dialogue and deepened everyone’s understanding. This experience taught me that mistakes are rich teaching opportunities when we create a safe environment to explore them. To build on this, I can integrate more “error analysis” activities where we look at anonymous student samples or teacher-created errors and discuss what went wrong and why. Establishing a culture where mistakes are framed as natural and necessary steps in literacy development helps students take academic risks and builds confidence.

3:

To make writing as central as reading in my literacy instruction, I can start by pairing every reading task with a written response, from short reflections to multi-paragraph analyses. I also plan to establish daily or weekly writing routines such as “quick writes” or “author’s chair” sessions where students share their work. Incorporating writing across genres—narrative, informative, persuasive—ensures that students see writing as a powerful communication tool, not just a task. I can also model the writing process more frequently by doing shared writing and think-alouds to show how writers plan, draft, revise, and edit. Providing students with frequent feedback and opportunities to revise will reinforce that writing is not just an end product, but a critical part of literacy learning.

Creating a comprehensive ecosystem of support in a high school classroom means being intentional about meeting students’ academic, emotional, and social needs. One strategy I can adopt is implementing regular check-ins—using surveys, one-on-one conversations, or journals—to understand how students are doing beyond academics. Building strong routines that include student voice and collaborative norms can also make students feel seen and respected. I plan to incorporate more restorative practices, like community circles, to foster empathy, trust, and open dialogue. Finally, working closely with counselors, support staff, and families can strengthen the net of support, ensuring no student slips through the cracks and that every learner feels safe, valued, and connected in my classroom.

2:

To make learning more culturally responsive, I can begin by integrating texts, case studies, and examples that reflect the cultural backgrounds of my students. This means including authors, leaders, and perspectives that mirror their lived experiences and histories—not just during heritage months, but throughout the year. I also want to create opportunities for students to share their stories, traditions, and interests through projects or writing assignments that encourage self-expression. Bringing in community members, family voices, or local cultural events into the learning experience can help students feel proud of who they are. Most importantly, I must consistently reflect on whose voices are included and whose are missing, and adjust accordingly to build an inclusive and validating curriculum.

3:

To honor the diversity within Black experiences, I can include a wide range of Black voices in my instruction—from historical figures and civil rights leaders to contemporary authors, scientists, artists, and innovators. It’s important that students see Black identity not as a monolith but as rich, complex, and evolving. In class discussions and assignments, I can encourage students to explore intersections of identity—such as race, culture, gender, and language—and how these shape individual experiences. I will also intentionally highlight regional, diasporic, and generational differences through music, literature, and lived experiences. Encouraging students to research and share stories from their own families or communities can deepen understanding while affirming that every student’s history and identity matter in our shared learning space.

According to Ventura, the most effective factor in improving student achievement is collective teacher efficacy—educators' shared belief in their ability to impact student learning. To foster this in our department and school, we can start by building time into our PLCs for teachers to examine student work, reflect on practice, and celebrate instructional strategies that are working. School leaders can support this by ensuring teachers have access to relevant data and the autonomy to act on it. Encouraging peer observations and coaching cycles can also strengthen trust and build confidence in shared goals. Ultimately, when educators feel supported and see evidence that their collaborative efforts are making a difference, that belief becomes a self-reinforcing cycle that drives student success.

2.

Of the five leadership components, I find creating a safe and trusting environment to be the most impactful in professional collaboration. When educators feel psychologically safe, they are more willing to share honest reflections, ask for support, and take risks with their instructional practice. I experienced this in a district-wide PD session where our facilitator emphasized that mistakes and vulnerability were welcome. Because of that tone, our group had deep discussions about challenges we were facing with our English Learners and came up with practical solutions together. That level of trust transformed the session from a compliance task into meaningful collaboration that had a direct impact on our classrooms.

3.

I recall a PLC where clarity of purpose was missing, and it significantly affected our productivity. We came into the meeting without a clear agenda or understanding of our goals, and as a result, the conversation drifted and became unfocused. Some teachers discussed grading policies, others brought up student behavior, and we left the meeting unsure of what we had accomplished. The lack of structure and shared direction caused frustration and diminished the value of our time together. Since then, I’ve learned how essential it is to have a shared focus and agreed-upon outcomes to ensure collaboration is both meaningful and effective.

2.

The purpose of the "artifact circles" activity is to elevate student voice by allowing students to share personal or academic artifacts that represent who they are and what matters to them. This practice encourages identity expression, empathy, and deeper understanding among peers and educators. At my school, we could implement artifact circles during advisory periods or in ELA classes, where students bring in a meaningful object, piece of writing, photo, or cultural item and share the story behind it. Teachers could model vulnerability by participating, helping to foster a safe space for sharing. This would be especially powerful in diverse classrooms, as it affirms students' identities while building stronger classroom relationships and connections.

3.

Based on the Abbotsford experience, I recommend that our district implement structured avenues for student voice, such as student advisory boards that contribute to site-level decisions. Schools should embed student-led conferences where learners reflect on their progress and goals with teachers and families. Curricula should be co-constructed when possible, with students having choice in content, format, or assessment methods to foster agency. Teachers and administrators can also engage in empathy interviews or feedback cycles that directly inform policy or instructional adjustments. Lastly, professional development should include training on student voice practices so that all staff understand how to create environments where students are not just heard but are influential partners in shaping their education.

2.

The conventional classroom model typically features one teacher delivering instruction to a full class, responsible for planning, assessment, differentiation, and classroom management. In contrast, the NEW team teaching approach involves multiple educators working collaboratively with a shared group of students, each contributing their strengths—such as content knowledge, student support, or enrichment. The NEW model offers more flexibility in grouping, pacing, and intervention, allowing for a more personalized learning experience for students. For teachers, it provides opportunities for collaboration, professional growth, and distributed workload, which can lead to less stress and greater innovation. By leveraging the expertise of multiple professionals, the NEW model more effectively meets the academic, emotional, and social needs of diverse learners.

3.

In the NEW model, teacher autonomy is redefined—it doesn't mean working alone, but rather having voice and influence within a collaborative team structure. This shared leadership can increase job satisfaction because educators are supported, valued for their unique expertise, and have the ability to innovate within a team. The NEW model addresses multiple educational goals at once: it enhances student achievement through differentiated support, supports teacher wellness through role-sharing, and promotes equity by ensuring every student gets what they need. For example, while one teacher leads a whole-class discussion, another can provide real-time feedback or reteach skills in small groups, maximizing learning opportunities. By aligning staffing, collaboration, and instruction, the NEW model supports both educator growth and student success in a sustainable way.

2.

Collaboration has been central to building a positive culture and improving outcomes at our school. When teachers, administrators, and students work together, decision-making becomes more transparent and inclusive, which leads to greater buy-in and shared responsibility. For example, student feedback during advisory councils has shaped everything from school spirit events to classroom expectations, making students feel empowered. Teachers also collaborate regularly through PLCs, and with administrative support, we’ve been able to implement instructional shifts more effectively. This sense of unity and collective purpose creates a supportive school environment where both staff and students can thrive.

3.

One key lesson from the successful neighborhood school featured in the article is the power of deep community engagement—building authentic partnerships with families and local organizations. This approach transforms schools into community hubs that serve students holistically, not just academically. I would like to apply this by advocating for more family involvement in curriculum nights, mentorship programs with local professionals, and culturally relevant events that celebrate our school’s diversity. Another lesson is the emphasis on student agency, where learners have a real voice in shaping school culture and policies. Creating structured opportunities for student input, like advisory boards or project-based learning showcases, can make a meaningful difference in motivation and achievement.

2.

The article presents a range of effective celebration strategies—from shout-outs during staff meetings to handwritten notes and school-wide awards—all of which can strengthen community and individual morale. These strategies are low-cost but high-impact, especially when personalized to reflect each staff member’s contributions. Thompson emphasizes that celebration is crucial in professional environments because it builds psychological safety, fosters joy, and sustains energy, especially in demanding fields like education. When people feel appreciated, they are more connected to their purpose and more resilient in the face of challenges. Thoughtful celebrations not only uplift individuals but also reinforce the collective identity of the school as a caring, appreciative workplace.

3.

The principle that resonates most with me is “Celebrate progress, not perfection.” In education, both students and staff often feel pressured to get everything right, but recognizing growth—even in small steps—creates a more encouraging and supportive environment. I can apply this principle by regularly acknowledging incremental student achievements, whether in behavior, skill development, or academic risk-taking. For staff, I can initiate a monthly “progress spotlight” during our department meetings, where we highlight evolving instructional practices or student improvements tied to teacher efforts. Emphasizing progress nurtures a growth mindset and helps create a culture where effort and persistence are celebrated just as much as outcomes.

2.

The strategies discussed in the article challenge traditional reading instruction by shifting the focus from broad comprehension questions to sentence-level analysis and deep engagement with complex texts. Instead of simplifying language or front-loading vocabulary excessively, this method embraces complexity and supports students in navigating it directly. This contrasts with traditional methods that often rely on surface-level understanding or multiple-choice questioning. The “juicy sentence” approach encourages all students, including those who struggle, to be active participants in meaning-making, rather than passive receivers of information. It also elevates language instruction as a core component of reading, which is essential for building literacy in content-rich classrooms.

As a special education teacher and former basketball coach, I’ve always valued building trust and consistency in my classroom. The article’s discussion of a “comprehensive ecosystem of support” resonated deeply with me, especially the idea of students feeling "wrapped up" in care. In my classroom, I could adopt strategies such as frequent check-ins with students, clear communication with families, and the development of peer mentoring systems to help students feel seen and supported. I would also advocate for more collaboration between general education and special education staff to ensure that our students aren’t isolated or stigmatized but are instead integrated into a broader community of learning. Additionally, creating classroom norms rooted in mutual respect, providing space for students to express themselves, and celebrating their small wins—both academic and social—can strengthen this ecosystem. My experience coaching has taught me the importance of relationships and team-building; applying those same values in the classroom can help students feel safe and valued.

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?

Culturally responsive teaching is vital, especially in special education, where students often face multiple layers of marginalization. Drawing from the article, I can incorporate elements of students’ cultural backgrounds by designing assignments that allow them to explore and share their heritage through storytelling, art, or music. For instance, in English or social studies-based learning activities, I can include texts and topics relevant to Black culture and history—not just during Black History Month, but year-round. As a former basketball coach, I’ve often used sports as an entry point to discuss broader societal issues, such as representation, activism, and identity. Similarly, I can use culturally significant figures from students’ communities as examples when teaching skills or concepts. This approach not only affirms their identities but also keeps them more engaged because the content feels personal and meaningful.

3. The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?

Recognizing the diversity within Black experiences is essential, especially in special education where our students' voices are too often overlooked. I plan to create more project-based assignments that invite students to explore their own cultural backgrounds or those of historical figures from diverse parts of the African diaspora. Whether that’s through research presentations, creative writing, or multimedia projects, students will be encouraged to bring their full identities into the classroom. I also want to be intentional about including voices from the Caribbean, Latin America, Africa, and other parts of the world in the curriculum, and I’ll work with students to build a class library that reflects those perspectives. Drawing from my coaching background, I understand the power of team huddles—small moments where individuals are recognized for their unique contributions. Similarly, I want to build classroom rituals that celebrate not just academic success, but personal growth, resilience, and cultural pride.

According to Hattie’s research, the most effective factor in improving student achievement is collective teacher efficacy—the shared belief among educators that they can positively affect student outcomes. In my role as a special education teacher, this can be fostered by creating more intentional and structured opportunities for collaboration with general education teachers. One way to do this is through co-planning time that focuses on adapting instructional strategies and assessments for students with diverse learning needs. Another way is to integrate goal-setting aligned with IEP progress into PLC meetings, so all educators feel ownership of each student's growth. Just like on the basketball court, when every player buys into a shared belief that the team can win, they perform at a higher level. In schools, when all staff believe they can make a difference together, outcomes dramatically improve. Leadership can further support this by celebrating team successes, offering feedback cycles, and modeling belief in the team’s collective power.

2. Which of the five leadership components that significantly influence effective collaboration do you find most impactful when you engage in professional collaboration? Describe an instance in which you found that particular component especially impactful.

Of the five leadership components Ventura discusses, the most impactful in my experience is the Facilitation of a Well-Defined Structure for Collaboration. As a special education teacher, I’ve participated in many team meetings, and the ones that follow a structured protocol—like Achievement Teams or a focused data inquiry cycle—are consistently the most productive. One example comes from a recent PLC where we used a four-step process to examine student writing samples across grade levels. With clear roles, time limits, and specific questions to guide our discussion, we identified trends and shared strategies that could be used immediately in classrooms. I noticed how this structure gave every teacher a voice and helped avoid tangents or unfocused conversation. It reminded me of coaching basketball, where having a game plan and knowing each player’s role is what turns individual skills into team success.

3. Discuss a time when one or more of the conditions for collaboration discussed in the article were missing in a meeting, PLC, or other collaborative setting. How did the missing condition(s) impact the effectiveness of the meeting?

There was a time when I attended a PLC meeting where the key condition of shared purpose was missing. Instead of focusing on student achievement or instructional strategies, the meeting turned into a list of logistical updates and scheduling conflicts. Because there was no defined goal or agenda tied to student data or learning, the collaboration felt more like a formality than a meaningful professional experience. As someone who values productive teamwork—both in teaching and from my background as a basketball coach—it was frustrating to see time and potential wasted. The lack of structure and leadership support made it hard for our team to leave with actionable next steps or renewed motivation. If the meeting had included a protocol, an analysis of student data, or even a collective focus like improving reading fluency, the session would have had a much greater impact.

The four strategies in Abbotsford—centering identity, fostering belonging, developing mastery, and promoting efficacy—offer a strong framework for systemic transformation, especially in diverse and underserved settings. As a special education teacher, I see daily how students’ sense of identity and belonging are often compromised by rigid systems. We could adapt the identity domain by having our students engage in storytelling activities where they share their unique learning journeys, especially how they navigate school systems with disabilities. Belonging could be fostered through inclusive extracurricular opportunities, such as adapted athletics or interest-based clubs, that bring general education and special education students together. Mastery and efficacy could be encouraged through project-based learning that gives students real choice and voice in how they demonstrate their learning—and in doing so, we allow them to reshape the systems that too often define them by deficits rather than strengths.

2. Describe the purpose of the "artifact circles" activity mentioned in the article. How might this look like in your school?

The purpose of the artifact circles was to ground students in their identities through storytelling and vulnerability. By asking students to bring in a personal object that represented courage and reflect on its significance, the activity created a shared space of trust and empathy. This practice deepens connection and allows both students and adults to see each other more fully—beyond roles and labels. In my school, I could see this implemented as part of advisory periods, SEL lessons, or even integrated into IEP meetings, where students could use their artifact to help explain how they advocate for themselves or what supports they value. As a former basketball coach, I might also use this circle format with teams—having athletes share an object tied to perseverance to build cohesion and mutual respect, which often transfers into the classroom setting.

3. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.

1. Create structures for sustained student leadership. Establish a student voice team at each school, supported by staff facilitators, that meets regularly to work on inquiry projects. These teams should include students with disabilities and those from traditionally underrepresented groups.

2. Use retreats or immersive experiences to build community. Host an annual retreat or leadership summit where student leaders come together across schools to build identity and develop ideas for system-level change. These retreats should include both experiential and technical learning, as was done in Abbotsford.

3. Embed student perspectives into teacher professional development. Allow students to co-facilitate PD sessions, especially around topics such as inclusive teaching, classroom environment, and equity. Students could present real data from peer surveys or focus groups to back up their insights.

4. Shift adult mindset from “experts” to co-learners. Provide training for staff on how to decenter themselves in leadership conversations and truly listen to students—not just to hear, but to respond and act on what’s said. As a coach, I learned early that great leadership isn’t about control, it’s about empowering others—and that applies even more in education.

5. Celebrate student-led change publicly. Use platforms like assemblies, board meetings, and digital showcases to highlight student voice initiatives, ensuring their work is visible and valued across the school community.

As a special education teacher and former basketball coach, I find the most innovative element of the NEW model to be the differentiated roles and responsibilities among team members. This goes beyond traditional co-teaching by allowing educators to specialize and play to their strengths, much like positions on a basketball team. In my special education setting, this could look like a team where one teacher focuses on accommodations and modifications, another on behavior support, and a third on direct content instruction. The pros of this model include more targeted support for students, greater collaboration among educators, and decreased burnout from trying to “do it all.” However, implementation challenges include scheduling coordination, resistance to changing long-held practices, and ensuring all team members are valued equally. In my school, adopting this model could mean transforming the resource room into a shared learning environment, with flexible groupings based on students’ evolving needs throughout the day.

2. Compare and contrast the conventional classroom model with the NEW team teaching approach. Explain how the NEW model addresses the diverse needs of students and teachers.

The conventional classroom model, where one teacher manages 25–35 students alone, is much like coaching an entire team solo—you can do it, but the players (students) won’t get the specialized attention they need. In contrast, the NEW model resembles a coaching staff: different adults with different skills supporting the team collaboratively. The NEW approach promotes shared planning, multiple instructional spaces, and flexible student groupings, which allows educators to differentiate more effectively and respond to student diversity. From my experience in special education, individualized support is critical, and this is often difficult to provide in a single-teacher classroom. The NEW model offers opportunities for more intensive academic interventions, real-time data use, and social-emotional support—all embedded into daily instruction. It also recognizes teacher needs by building in professional collaboration, which helps reduce isolation and increases job satisfaction.

3. What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model? How might the NEW model address multiple educational goals simultaneously?

Teacher autonomy is essential for job satisfaction, especially in high-pressure environments like special education. The NEW model, by design, gives teachers more discretion over instructional strategies, scheduling, and roles—much like allowing assistant coaches to take ownership of specific plays or players. This increased professional freedom, according to the study, correlates with lower turnover rates and higher morale. In my experience, when educators feel heard and trusted, they invest more deeply in their work. The NEW model also addresses multiple educational goals simultaneously by leveraging team strengths. For example, one teacher can lead academic content while another focuses on SEL (social-emotional learning) development or career readiness. This division of labor allows for more effective coverage of literacy, vocational skills, emotional growth, and equity—all of which are critical in a special education context.

Culturally responsive instruction creates a learning environment where students’ identities and backgrounds are validated and celebrated. At Horace Furness High School, educators incorporate students’ native languages and cultural experiences into lessons, encouraging translanguaging and asset-based thinking. This approach makes students feel seen, heard, and valued for who they are, rather than having to conform to a singular educational norm. As a special education teacher, I understand the importance of meeting students where they are—both academically and culturally. My past as a basketball coach also reminds me how team dynamics thrive when everyone feels they belong; culturally responsive teaching does the same for the classroom by fostering mutual respect and connection across diverse student groups.

2. How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?

Collaboration is the backbone of a healthy school culture, and the transformation at Furness High School proves that. Their success is not due to one person or one program, but rather a shared commitment to consistent, quality instruction and student-centered decisions. At my school, collaboration between special education and general education teachers ensures our students receive equitable access to the curriculum. We also work closely with administrators to create realistic, student-focused IEP goals. Drawing on my coaching experience, I see how a team that communicates well and values each member’s input can turn things around—whether on the court or in a school. When students are included in that collaborative process, like through teen court or student council, it empowers them to be active contributors to the school’s success and culture.

3. What lessons learned from this successful neighborhood school might you apply in your own school or district?

There are several takeaways from Furness High School that I believe could benefit my school. First, the emphasis on culturally responsive practices and asset-based thinking can help shift mindsets, especially for students with disabilities, who are often underestimated. Second, the school’s layered approach to student support—through climate staff, restorative practices, bilingual counselors, and student mentors—is something we could emulate to create a more inclusive and effective support system. As a former coach, I particularly appreciate how Furness uses student strengths and interests—like sports and clubs—to build community and boost engagement. Finally, Furness’s consistent teacher collaboration and focus on data-driven instruction show the importance of structured time for staff to plan and reflect. Bringing these elements into my school or district could foster a stronger sense of belonging and higher achievement across all student groups.

Public recognition in schools brings both significant benefits and a few challenges. On the positive side, celebrating staff achievements boosts morale and strengthens the sense of community among educators. It helps staff feel valued and seen, especially in a field like education where efforts often go unnoticed. For me as a special education teacher, public acknowledgment of the unique work we do with individualized student needs helps others understand the depth and impact of our role. Having coached basketball, I’ve seen firsthand how celebrating even small wins motivates players; the same is true for teachers. However, one challenge is the risk of perceived favoritism or imbalance if recognition consistently highlights the same individuals or departments. This can lead to resentment or disengagement from others. That’s why implementing equitable and inclusive recognition systems, like rotating spotlights or diverse committees, is key. Overall, consistent and fair recognition enhances professional motivation, deepens trust among colleagues, and fosters a more positive school culture.

2. Evaluate the effectiveness of different celebration strategies proposed in the text. According to Thompson, why is celebration crucial in professional environments?

Thompson outlines several celebration strategies that are both meaningful and adaptable to different school environments. These include recognizing small wins, creating systems like “Faculty/Staff of the Month,” and using newsletters or bulletin boards to showcase staff contributions. Each strategy allows for visibility and encourages a culture of appreciation. As someone in special education, I find these approaches especially effective in highlighting the collaborative and often behind-the-scenes work that our teams do. Thompson emphasizes that celebration is crucial because it acknowledges hard work, inspires others, and empowers staff to keep growing. She notes that when educators are publicly recognized, they become more engaged, supportive of one another, and committed to their community. In my coaching days, I saw how positive reinforcement led to increased effort and teamwork—these principles apply in the classroom just as much. Meaningful celebrations remind everyone that their efforts matter, which creates a cycle of motivation and continuous improvement.

3. Which of the three principles that Thompson says she lives by would impact your professional practice the most? Why? What are specific ways you can use that principle in your educational context, whether it is with students or staff?

The principle that resonates with me most is: "When we acknowledge, we empower." As a special education teacher, empowerment is at the heart of what I do—helping students find their voice, build confidence, and advocate for themselves. Acknowledging progress, whether it's a student mastering a new skill or a teacher trying a new instructional strategy, fosters a sense of capability and encourages risk-taking. I can implement this principle by regularly highlighting small successes during team meetings, celebrating student milestones through classroom shout-outs or parent emails, and encouraging colleagues by sharing their successes with administration. I also think it’s powerful to invite students into the process—having them write notes of appreciation to staff or nominate peers for achievements. From my coaching experience, I’ve learned that when people feel empowered, they strive harder and support one another more. By living this principle, I can help build a school culture where everyone—students and staff—feels that their growth matters and is worth celebrating.

According to Student Achievement Partners, there are eight specific steps for analyzing a "juicy sentence." First, the teacher selects a complex, grade-level appropriate sentence from the text students are currently reading and displays it (via chart paper, smartboard, or handout). Then, the sentence is broken into color-coded chunks to help students visually process the components. The teacher reads the sentence aloud and guides students in parsing it—figuring out the meaning of each chunk. Next, grammatical features and vocabulary are examined in each part, often through guided questions and conversational starters. This leads to a collaborative discussion of the sentence’s full meaning, and finally, how the sentence functions within the context of the larger text.

As a special education teacher, I find this strategy incredibly valuable. My students often struggle with complex sentence structures, so slowing down to work through a "juicy sentence" step by step helps them build confidence and comprehension. This strategy reminds me of breaking down a complex play as a basketball coach—I wouldn’t throw my team into a full scrimmage without first walking through each movement and intention. Likewise, my students benefit from sentence-level scaffolding that builds their reading stamina and analytical skills. I plan to integrate this strategy into small-group reading instruction, particularly for students with language processing challenges or those working on inferencing and main idea identification.

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?

The strategies discussed in the text challenge traditional reading instruction by emphasizing sentence-level comprehension instead of jumping straight from word recognition to full-text understanding. Traditional approaches often emphasize phonics, vocabulary, and overall comprehension strategies without giving students the tools to break down the syntactic complexity of individual sentences. This can leave a gap, particularly when students face abstract or structurally unusual sentences that contain important information. Sentence-level analysis—such as unpacking modifiers, dependent clauses, or pronoun references—helps students gain deeper insight into how meaning is constructed, making comprehension more accessible and meaningful.

For diverse learners, including students in special education, these strategies are especially powerful. Many of my students struggle with generalizing comprehension strategies across different texts, but focusing on just one sentence at a time creates a manageable, focused task. It also provides opportunities for repeated practice with academic language and grammar in context, which supports both reading and writing development. This approach levels the playing field by ensuring that all students—regardless of their decoding abilities—have access to rich discussion and critical thinking about texts. Much like coaching different players with unique strengths and challenges, this strategy helps tailor instruction to meet each learner where they are, while still aiming for high-level analysis and understanding.

2. The Five Levels of the SOLO Taxonomy
The five levels of the SOLO (Structure of the Observed Learning Outcome) Taxonomy are: Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract. These levels represent increasing cognitive complexity. As a special educator, I can use the SOLO Taxonomy to design writing tasks that meet students where they are while guiding them to more complex levels of thinking. For instance, a Multistructural task might ask students to list characteristics of a concept, while a Relational task could require them to compare those characteristics and draw conclusions. This allows for differentiation and clear scaffolding, especially important for learners with diverse needs.

3. Writing Is Not a Subject – France’s Argument and Long-Term Impact
France argues that treating writing as a separate subject is unsustainable and ultimately ineffective. His rationale is that writing should be embedded across all subjects, as it's a form of thinking and communicating that enhances learning in every discipline. As a special education teacher, I’ve seen how students benefit when writing is integrated—whether in science lab reflections or math problem-solving explanations. The long-term impact of explicit and systematic writing instruction is profound: it improves student fluency, comprehension, and confidence. When students consistently engage in meaningful writing, they build a stronger sense of agency and are better prepared for both academic and real-world communication. Embedding writing into all aspects of learning fosters a classroom culture where writing is not a task, but a natural mode of thinking and expression.

Kay’s fitness club analogy compares the process of innovation in teaching to the experience of new gym-goers during the January fitness boom. Just as many people join a gym with great enthusiasm but little direction—trying random workouts and quickly becoming discouraged when they don't see results—teachers often approach new instructional strategies with the same hopeful but unstructured mindset. We might hear about an exciting new strategy at a PD or conference, try it without much training, and feel disappointed when it doesn't work right away. The analogy is powerful because it highlights how both situations involve high expectations, limited preparation, and a lack of patience for the learning curve. I agree with this comparison because, as a high school special education teacher, I’ve often experienced the frustration of implementing new initiatives without sufficient support or time to learn. Like my basketball players who need repetition and coaching to master a new play, we teachers need the same kind of patience and structured development to become confident with innovative approaches.

2. Failure and reflection as keys to improvement

According to the article, failure must be paired with reflection in order for someone to "get good" at anything. This idea deeply resonates with me as both a teacher and coach. I recall a time early in my career when I introduced a new behavior tracking system for my special education students. It was designed to promote independence and accountability, but it flopped because I hadn’t explained it well or scaffolded the process. At first, I was discouraged and wanted to give up on the system altogether. But after taking time to reflect—asking students for feedback, modifying the approach, and slowly reintroducing it—it became one of the most effective tools in my classroom. I now teach my students that failure is a part of growth. I use examples from both the classroom and the basketball court, reminding them that no one becomes skilled overnight. By sharing my own learning journey and helping them reflect on theirs, I create an environment where making mistakes is not only accepted but expected as part of the process of getting better.

According to Kegan and Lahey, the three key qualities of effective positive feedback are that it should be direct, specific, and non-attributive. Direct feedback is delivered in the first person and not through general announcements; specific feedback focuses on observable actions rather than vague praise; and non-attributive feedback avoids labeling someone with a trait, instead highlighting what the person did. As a high school special education teacher and basketball coach, I’ve received both helpful and unhelpful feedback over the years. One time, a supervisor told me, “You’re really passionate about your students,” which, although well-intentioned, didn’t give me much to grow from or feel truly seen. By contrast, when another administrator said, “I watched the way you adjusted your lesson for three different learners today, and your calm persistence made it possible for each one to engage,” I felt recognized in a meaningful way. That kind of specific, direct, and non-attributive feedback stays with you—and actually motivates you to keep doing the hard work.

2. Discuss the difference between attributive and non-attributive feedback. Which is more preferable? Why?

Attributive feedback assigns a characteristic or personality trait to someone, such as saying “You are a natural leader” or “You’re so patient.” Non-attributive feedback, on the other hand, focuses on observable behaviors and concrete moments, which makes the praise more credible and harder to dismiss. While attributive comments can feel nice in the moment, they’re often too vague and can be easy to mentally reject, especially in high-stress professions like education. Non-attributive feedback is more preferable because it offers clear evidence of what someone did well, which reinforces positive behavior and builds confidence based on reality rather than assumption. For example, rather than saying, “You’re a great coach,” it’s more powerful to say, “I noticed the way you gave each player targeted feedback during drills, and how that helped them improve by the end of practice.” As a coach, that kind of comment means a lot more and actually improves my practice.

3. How might a leader transform a generic compliment into a more meaningful observation? Explain how direct communication might prevent misunderstandings in professional interactions with colleagues.

A leader can transform a generic compliment into a meaningful observation by grounding it in specific, observable evidence and making the comment direct and non-attributive. Instead of saying, “Great job on your lesson,” they might say, “When you introduced that visual schedule today, I saw how three of your students immediately became more focused—it was clear they felt more secure knowing what to expect.” That type of feedback tells me exactly what was effective and why it mattered. In my experience teaching special education, this kind of detailed feedback helps me refine strategies and feel seen for the intentional choices I make every day. Additionally, direct communication reduces the chances of misunderstandings or assumptions. In professional settings—especially in high-pressure school environments—being clear, respectful, and specific about what we observe and intend can avoid confusion, misinterpretation, and even resentment. Whether I’m collaborating with a co-teacher or discussing student progress with a case manager, honest and direct dialogue helps maintain trust and keeps the focus on shared goals.

I find the study that Holdbrooks cites to be affirming rather than surprising because it aligns closely with what I have observed in my own teaching practice, especially working with special education students in high school. Over the years, I’ve noticed that when students develop social-emotional skills such as self-regulation and problem solving, their academic progress improves alongside their behavior and attitude in class. For example, one of my students struggled with frustration and peer interactions, which affected both his learning and social inclusion. After incorporating SEL strategies like mindfulness exercises and structured peer collaboration, I saw notable improvements in his ability to manage emotions and engage more positively in classroom activities. Additionally, coaching basketball reinforced these observations because team sports naturally cultivate skills like collaboration and resilience, which directly benefit students’ overall development and academic success.

2. According to the article, what works "when implemented thoughtfully"? What are some things you can do to implement this thoughtfully in your context?

The article emphasizes that various SEL approaches can be effective “when implemented thoughtfully,” meaning that the success of SEL programs depends on intentional, consistent, and context-sensitive application rather than a one-size-fits-all method. In my context, thoughtful implementation involves tailoring SEL activities to meet the unique needs of my special education students while integrating these strategies into daily lessons and routines. I can collaborate with colleagues and coaches to ensure consistency across academic and extracurricular environments, such as reinforcing problem-solving and teamwork both in the classroom and on the basketball court. Thoughtful implementation also means collecting ongoing feedback from students and adjusting practices to ensure they are engaging and relevant. Finally, I would focus on building strong relationships with students, as trust and connection are critical for SEL to take root and positively impact learning.

3. Describe how you can use the resources already at your disposal (Habitudes, PBIS, School Core Values, etc...) to implement SEL into your practice?

To integrate SEL into my practice, I can leverage existing frameworks such as Habitudes, PBIS, and our School Core Values as foundational tools that complement SEL goals. For instance, Habitudes can guide how I teach leadership, responsibility, and perseverance by using its structured lessons that connect directly with SEL competencies like self-awareness and social skills. PBIS provides a positive behavioral framework that reinforces expected behaviors and helps create a safe and supportive learning environment, which is essential for SEL to thrive. Our School Core Values can serve as shared language and principles that unify students and staff around qualities like respect, empathy, and collaboration. By weaving SEL explicitly into these resources, I can create a cohesive system where social-emotional learning is not an add-on but a core part of the school culture, benefiting all students, especially those in special education.

First, I can leverage curiosity to enhance my Spanish classes by introducing cultural stories, mysteries, or current events from Spanish-speaking countries that pique students’ interest. For example, before teaching a grammar concept, I might share a fascinating anecdote or a short video about a Spanish-speaking artist or tradition that connects to the lesson. Second, I can apply the dual coding principle by pairing verbal explanations with visual aids such as infographics, videos, or illustrated vocabulary flashcards to help students process and retain the language better. For instance, when teaching new vocabulary, I’ll show images alongside the words and encourage students to create their own visual notes. Third, to ensure students think deeply about new content, I will design activities that require them to use the language actively—like forming sentences, engaging in conversations, or reflecting on how new grammar relates to what they already know—rather than passively listening. Lastly, I will use spaced repetition by revisiting vocabulary and grammar over weeks, mixing review exercises into lessons and Latin club activities, to solidify learning and prevent quick forgetting. This way, students build durable memory connections that support language proficiency over time.

2. Discuss how you can apply one of the four strategies listed under “When the Science of Learning and Teaching Intersect” into your instructional practice. What does that look like in your classroom?

I plan to apply the strategy of “unleashing student curiosity with cognitive interest cues” in my Spanish classroom by connecting lessons to real-world experiences and students’ interests. For example, I might begin an AP Spanish unit on environmental issues by showing a brief documentary segment on climate change effects in Latin America and asking students to relate it to their own community or personal values. In Latin clubs, I can incorporate cultural celebrations, music, or food tastings tied to the language lessons to make learning more engaging and meaningful. These cues not only grab students’ attention but also create emotional and intellectual connections that make the language and culture come alive. This approach makes students more motivated to participate and internalize the content because they see its relevance and novelty. In practice, it means each lesson starts with a hook—something surprising, intriguing, or personally relevant—that primes the brain for deeper learning and retention.

A comprehensive ecosystem of support goes beyond academics to address students’ emotional, social, and identity needs. In my high school classroom, I can adopt daily or weekly check-ins to provide space for students to express how they’re feeling and what they need. I can also build stronger connections by incorporating restorative practices, such as community circles, where students can share stories, reflect, and build empathy. Consistent routines, clear expectations, and a visible display of student work and voice can also contribute to a sense of value and belonging. Finally, collaborating with counselors and family liaisons ensures that my support network extends beyond the classroom, reinforcing that every student has multiple adults who care about their well-being.

Prompt 2: Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant?

Integrating students’ cultural backgrounds into the curriculum starts with knowing who they are. I can use surveys, interviews, and student-led projects to learn about their traditions, interests, and lived experiences. From there, I can intentionally choose texts, case studies, and examples that reflect diverse voices and global perspectives, including local community figures or authors. Incorporating music, art, or current events from students' cultures into discussions also creates deeper engagement. Ultimately, allowing students to bring their full selves into the classroom—and validating those experiences through content—transforms learning into something personally meaningful and academically empowering.

Prompt 3: The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students?

To highlight the diversity within Black experiences, I will go beyond the traditional narratives and celebrate a wide range of voices, histories, and accomplishments throughout the school year—not just during Black History Month. This includes featuring literature, documentaries, and historical accounts that showcase the rich and varied contributions of Black individuals across disciplines and regions. I will also invite students to explore their own identities through creative projects like digital storytelling, family history interviews, or personal essays. Providing space for student voice in curriculum decisions—such as choosing which texts we read or which issues we explore—empowers students to bring their full selves to the learning process. By highlighting multiplicity rather than monolith, I aim to foster a classroom culture rooted in authenticity, inclusion, and pride.

The article emphasizes that SEL practices are most effective when implemented thoughtfully and with intention. In my classroom, this means designing culturally responsive lessons that reflect my students’ lived experiences and incorporating regular opportunities for dialogue and reflection. Collaboration with colleagues across grade levels also allows us to align our efforts and create a consistent, school-wide SEL culture. Importantly, thoughtfulness requires adaptability—responding to student and family feedback to ensure our strategies remain relevant and effective.

To deepen SEL integration, I use tools like Habitudes to teach leadership and mindset skills through relatable metaphors, and PBIS to recognize positive behaviors that support emotional and social growth. Our School Core Values provide a shared foundation I embed into daily routines, discussions, and activities to foster community. Schoolwide initiatives such as assemblies and peer mentoring further extend SEL’s impact, creating a cohesive and supportive learning environment throughout our campus.

The article emphasizes that social-emotional learning (SEL) practices work when implemented thoughtfully and not as a one-size-fits-all solution. Thoughtful implementation means adapting SEL to the unique needs of students, being culturally responsive, and ensuring it aligns with the values and goals of the school community. In my context, I can thoughtfully implement SEL by embedding it into daily routines, using consistent language aligned with our school's core values, and by modeling SEL competencies myself. For instance, I can incorporate regular reflection prompts during advisory or bell ringers that encourage students to self-regulate and consider others’ perspectives. I can also collaborate with colleagues to ensure we are reinforcing SEL principles schoolwide for a more cohesive impact.

We are fortunate to have several resources that support SEL, and I believe they can be integrated intentionally into our everyday practice. Habitudes, for instance, offers a great framework to help students understand leadership, resilience, and character through visual metaphors and storytelling, which can be embedded into classroom discussions or writing prompts. PBIS encourages positive behavior and can be used to recognize when students demonstrate social-emotional competencies like empathy, self-control, and responsible decision-making. Our school’s core values also provide a shared language and vision that I can reference to help students reflect on their actions and interactions. By aligning lessons and activities with these existing tools, I can create a classroom culture that not only supports academic growth but also nurtures emotional intelligence and interpersonal skills.

2. According to the article, what must be paired with failure to "get good" at anything? Discuss a time when you experienced this in your teaching experience. How can you communicate this idea to students?
According to Kay, failure must be paired with repetition—you can’t just fail once and expect to improve. It’s the cycle of failing, trying again, tweaking, and repeating that leads to growth. I experienced this during my first year teaching animal science. My livestock evaluation lessons flopped—the pacing was off and I lost the students’ engagement. But over time, after trying new approaches and seeking feedback, it became one of my favorite units to teach. I now tell my students all the time: "You're not supposed to get it perfect the first time—keep showing up, practicing, and adjusting." Whether they’re learning to drive a tractor or prepare for a CDE, I make sure they understand that progress comes through persistence.

2. Discuss the difference between attributive and non-attributive feedback. Which is more preferable? Why?
Attributive feedback focuses on labeling a person—like “You’re so creative”—while non-attributive feedback focuses on the action, such as “The way you organized that ag mechanics lesson helped students understand torque better.” Non-attributive feedback is more useful in a teaching setting because it highlights exactly what worked and why. In agriculture classes, where we wear a lot of hats—from content expert to coach to advisor—knowing which actions are effective helps me be more intentional. I prefer non-attributive feedback because it’s something I can replicate or improve. Attributive feedback feels nice, but it doesn’t give me a game plan for getting better.

3. How might a leader transform a generic compliment into a more meaningful observation? Explain how direct communication might prevent misunderstandings in professional interactions with colleagues.
A leader can turn a generic compliment into meaningful feedback by naming the behavior, the context, and the impact. For example, instead of saying “Great job today,” they could say, “The way you used peer teaching during your plant propagation lab helped students explain the steps clearly to each other.” That tells me exactly what was effective. In agriculture, where labs and live demos are part of daily instruction, that level of detail matters. Direct communication is also essential—especially when working in a CTE team, managing an FFA chapter, or co-teaching. Clear and specific language helps prevent misunderstandings and builds trust, which keeps our programs strong and student-centered.

2. According to the article, what works "when implemented thoughtfully"? What are some things you can do to implement this thoughtfully in your context?
The article points out that SEL programs work “when implemented thoughtfully”, meaning they need to be intentional, consistent, and connected to the overall learning goals—not just extra fluff. In ag education, that means not just teaching character through FFA mottos but embedding SEL into hands-on learning, like how we handle setbacks in shop projects or evaluate ethical decision-making in livestock care. I can be more thoughtful by aligning SEL skills with our career-ready practices and taking time to model behaviors like resilience, active listening, and reflection. This could mean starting class with a SEL-based prompt or doing peer-to-peer feedback that builds both technical and interpersonal skills.

3. Describe how you can use the resources already at your disposal (Habitudes, PBIS, School Core Values, etc...) to implement SEL into your practice?
We’re already sitting on a goldmine of SEL resources—we just have to use them more deliberately. I use Habitudes as a structured way to lead weekly character conversations, tying them into both FFA leadership and everyday classroom situations. With PBIS, I reinforce expectations like respect and responsibility through our greenhouse and shop work—students earn positive behavior points for demonstrating teamwork or problem-solving. And when it comes to our school core values, I highlight them during student showcases or community service projects, so learners see those values in action. SEL doesn’t have to be a separate “thing”—in ag, it can grow right alongside our hands-on learning and leadership development.

The first insight emphasizes that learning is a process of actively constructing meaning, not just absorbing information. To apply this, I plan to increase opportunities for inquiry-based learning and Socratic seminars, where students actively make sense of content by exploring essential questions and engaging in peer discussions. The second insight reveals that emotion plays a central role in learning. To honor this, I’ll be more intentional about fostering a classroom culture of safety and belonging—using morning check-ins and incorporating student voice in decision-making to create a more emotionally supportive environment. The third insight explains that prior knowledge shapes learning, so I will start each unit by activating students' background knowledge with anticipatory activities like KWL charts or concept mapping. Finally, the fourth insight highlights that practice and feedback are critical to developing understanding. I will apply this by increasing formative assessment opportunities and providing timely, actionable feedback that helps students reflect and revise their work rather than simply grading for completion.

Prompt 2: Discuss how you can apply one of the four strategies listed under the heading "When the Science of Learning and Teaching Intersect" into your own instructional practice. What does that look like in your classroom?

One of the strategies under this section is “Designing for Transfer”, which focuses on helping students apply what they’ve learned in one context to another. I can apply this by designing performance tasks that require students to use their knowledge in real-world or cross-curricular scenarios. For example, after a unit on persuasive writing, I might ask students to write a letter to a local policymaker about an issue they care about, combining research, writing skills, and civic engagement. This makes learning more relevant and helps students see the broader application of classroom concepts. Additionally, I will regularly include reflection questions like, “How could you use this in another subject or outside of school?” to encourage metacognitive awareness about transfer. By creating learning experiences that stretch beyond textbook applications, I hope to foster deeper, more flexible understanding.

In my classroom, I balance structured literacy instruction with playful learning by using a predictable routine that includes both phonics and interactive literacy centers. For example, I begin with direct, systematic instruction in phonemic awareness and decoding, then transition to literacy stations where students engage in games, storytelling, or reader’s theater. This structure ensures that students receive explicit instruction while also experiencing joy and creativity in reading. One opportunity for deeper integration is to design more project-based learning experiences where literacy skills are embedded in student-driven inquiry. I also plan to incorporate more dramatization and student-created books, which allow learners to apply structured literacy concepts in engaging, developmentally appropriate ways.

Prompt 2: Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?

I recall a moment when a student spelled “sed” instead of “said,” and another classmate noticed. Rather than correcting it outright, I turned it into a phonics discussion about irregular words and why English can be tricky. That moment helped students feel more comfortable noticing patterns and exceptions in spelling. To create more opportunities like this, I now highlight and discuss common “mistakes” as part of our shared writing or editing practice, treating them as discovery points rather than errors. I also display anonymous examples on anchor charts under headings like “What we’re figuring out” to celebrate growth. This approach normalizes learning as a process and builds a classroom culture of curiosity and resilience.

Prompt 3: What structures or practices could you implement to make writing as central to your literacy instruction as reading?

To make writing as central as reading in my literacy instruction, I am working to ensure that every reading lesson includes a written component. For example, after read-alouds or guided reading sessions, I invite students to respond in writing—through journals, graphic organizers, or personal connections. I also carve out daily time for Writer’s Workshop, where students go through the full writing process, from drafting to publishing. One structure I’m adding is shared writing during morning meetings and science or social studies lessons, which reinforces that writing is not just a “language arts” activity but a tool for thinking across subjects. By integrating writing more fully into all aspects of the day, students begin to see themselves as authors, not just readers.

According to Ventura and Hattie’s research, the most effective factor in improving student achievement is collective teacher efficacy—the shared belief among educators that they can positively influence student learning. To foster this in my department, we can build time into our weekly PLC meetings for teachers to share strategies that are working and analyze student data collaboratively. By celebrating small wins and using data to identify areas for growth, we strengthen our sense of agency and purpose. Administrators can support this by modeling trust, providing access to professional learning, and encouraging teacher-led initiatives. When educators believe in their collective ability to improve outcomes, it builds a culture of collaboration, innovation, and high expectations for every learner.

Prompt 2: Which of the five leadership components that significantly influence effective collaboration do you find most impactful when you engage in professional collaboration? Describe an instance in which you found that particular component especially impactful.

The leadership component I find most impactful is relational trust. Collaboration thrives when there is mutual respect, transparency, and a shared commitment to student success. I remember a particularly productive curriculum planning session in which our department lead set the tone by acknowledging each person’s expertise and encouraging open dialogue. Because we trusted one another, we felt safe to challenge ideas and brainstorm creative solutions without fear of judgment. That session led to one of the most engaging interdisciplinary units we’ve ever designed. When trust is strong, collaboration moves beyond compliance into meaningful, transformative work.

Prompt 3: Discuss a time when one or more of the conditions for collaboration discussed in the article were missing in a meeting, PLC, or other collaborative setting. How did the missing condition(s) impact the effectiveness of the meeting?

In one PLC meeting, a key condition for collaboration—a clear shared goal—was missing. While we met with good intentions, we lacked a specific objective, which led to fragmented discussions and little follow-through. Instead of analyzing student work or aligning strategies, the conversation veered off-topic and ended without actionable steps. The absence of structure and focus made the time feel wasted and left many teachers disengaged. Since then, we’ve committed to setting agendas in advance and designating roles (such as facilitator and timekeeper) to ensure that our collaboration is purposeful and productive. Clear goals not only anchor our work but also help us measure progress as a team.

Traditional writing instruction often focuses on formulaic structures, such as the five-paragraph essay, where students are guided to respond to prompts with clear introductions, body paragraphs, and conclusions. This approach prioritizes structure and grammar over purpose, audience, or authentic voice. In contrast, "adult writing" emphasizes real-world communication, where the writer considers the audience, purpose, and context. It values clarity, persuasion, storytelling, and synthesis over rigid structure. To incorporate more "adult writing" into my classroom, I can use writing assignments that reflect real-life genres—like opinion editorials, professional emails, blogs, or grant proposals—so students see the relevance of their writing and practice making rhetorical choices based on audience and purpose.

2.

The five levels of the SOLO (Structure of the Observed Learning Outcome) Taxonomy are: 1) Prestructural, 2) Unistructural, 3) Multistructural, 4) Relational, and 5) Extended Abstract. Each level represents increasing complexity in student thinking and understanding. The SOLO Taxonomy can help teachers scaffold writing tasks by aligning prompts and supports to these levels. For example, early tasks may ask students to recall facts (Multistructural), while later tasks may require students to connect ideas (Relational) or apply concepts in new contexts (Extended Abstract). By designing tasks that encourage movement up the taxonomy, educators can support deeper thinking and stronger writing that is analytical, integrative, and reflective.

3.

France argues that writing should not be treated as a standalone subject because it is essential to all areas of learning. According to him, when writing is confined to the English or Language Arts classroom, students miss opportunities to apply and deepen their thinking in content-rich contexts. He promotes integrating writing into all subject areas—like science, social studies, and math—where students must explain reasoning, make arguments, or narrate processes. The long-term impacts of explicit and systematic writing instruction across disciplines include improved critical thinking, better retention of content, and enhanced communication skills. Students learn to use writing as a tool for learning, not just a product to be graded.

Kay’s fitness club analogy compares innovation in teaching to joining a fitness club: buying a membership doesn’t automatically make someone fit, just as adopting new instructional strategies or technologies doesn’t automatically lead to effective teaching. The real change comes from consistent, intentional effort and the willingness to push through discomfort to improve. Kay suggests that teachers must commit to the daily “workouts” of experimentation, reflection, and learning from both success and failure. I agree with this comparison because it highlights that innovation isn’t about having access to trendy tools or programs, but rather about the mindset and persistence of the educator. Just as physical fitness requires practice and dedication, meaningful instructional innovation demands time, resilience, and a growth mindset.

2.

According to the article, failure must be paired with practice in order to truly "get good" at anything. Failure alone can feel discouraging, but when paired with reflection and repeated practice, it becomes a powerful tool for growth. In my own teaching, I remember trying a student-led discussion model that completely fell apart the first time—students were off-topic, disengaged, and confused. Instead of scrapping the idea, I reflected, revised the structure, and practiced the model with them over several weeks. Eventually, it became a staple of our classroom. To help students understand this, I often share stories of my own learning and emphasize that mistakes are not the end—they’re just part of the process. By modeling persistence and creating space for safe risk-taking, we help students see that growth comes from doing, failing, adjusting, and doing again.

According to Kegan and Lahey, effective positive feedback should be genuine, specific, and developmental. It must come from a place of authenticity, be tied to specific actions or behaviors, and help the receiver grow by identifying what they did well and why it mattered. I recall a time when a supervisor told me, “You’re doing great!” after a challenging week. While it felt nice, the feedback lacked specificity, and I was left unsure about what exactly was “great.” In contrast, later that year, another leader observed my classroom and said, “The way you used wait time after asking higher-order questions allowed students to really engage deeply—keep leaning into that.” That aligned closely with Kegan and Lahey’s model: it was sincere, targeted, and helped me know what to continue doing. Feedback like this not only builds confidence but also sharpens professional practice.

2.

Attributive feedback focuses on labeling the person (“You’re so smart,” “You’re a natural leader”), while non-attributive feedback emphasizes actions or behaviors (“Your use of multiple strategies helped students clarify their thinking”). Non-attributive feedback is more preferable because it focuses on what the person did, which is more actionable and replicable. Attributive feedback can create fixed mindsets and pressure to live up to a label, whereas non-attributive feedback encourages growth and reflection. In the classroom, non-attributive feedback helps students understand what strategies worked and why, which boosts learning more than vague praise. As a teacher, I try to model this in my own comments to students so they can see learning as something they do, not something they are.

3.

A leader can transform a generic compliment like “Nice job today” into meaningful observation by identifying specific actions and explaining their impact—for example, “I noticed how you rephrased a student’s incorrect answer in a way that preserved their dignity while guiding them to the right conclusion. That built trust and kept engagement high.” This kind of feedback not only shows the leader was truly paying attention but also supports professional growth. In terms of communication, being direct—but respectful—helps eliminate assumptions or vague expectations. For instance, if a colleague isn’t meeting a shared deadline, directly asking, “Can we talk about the timeline and any support you might need?” is clearer and more productive than making passive comments. In professional environments, clarity builds trust, reduces miscommunication, and helps teams function more effectively.

The study that Holdbrooks cites in the article did not surprise me; rather, it affirms much of what I’ve observed in my own teaching practice. The research emphasizes the importance of student engagement in driving academic achievement. In my classroom, I’ve seen firsthand how students who are actively involved in their learning, whether through project-based work, discussions, or hands-on activities, are more motivated and achieve better outcomes. For example, during a unit on persuasive writing, I had students choose real-world topics they were passionate about and create advocacy campaigns. The students’ work was far more thoughtful and reflective because they were personally invested. This aligns with Holdbrooks’ findings that when students feel connected to the content, they perform at higher levels. It reminds me that engagement isn't just a buzzword—it's a key driver of success.

2.

According to the article, things like differentiated instruction, clear learning objectives, and formative assessments work “when implemented thoughtfully.” This means they should be adapted to the needs of the students and the context of the classroom, not applied in a one-size-fits-all manner. To implement this thoughtfully in my own context, I can regularly assess my students' needs, whether through quick checks for understanding, exit tickets, or one-on-one conversations. For example, differentiating my assignments based on reading levels or learning preferences ensures that all students are challenged appropriately. Additionally, I can set clear, achievable goals at the start of each unit and revisit them regularly so students know exactly where they are and what they need to work on. Thoughtful implementation, to me, means being flexible and responsive, and not just following a method because it's in the textbook.

3.

To incorporate Social Emotional Learning (SEL) into my practice, I can use resources like Habitudes, PBIS (Positive Behavioral Interventions and Supports), and our School Core Values in intentional ways. For example, the Habitudes framework, which ties social-emotional development to imagery and narrative, can be integrated into my lessons by using the “Habitude” of the week as a starting point for classroom discussions on topics like resilience, teamwork, or emotional regulation. In a similar vein, the PBIS framework helps reinforce positive behaviors in a structured and supportive way, ensuring that SEL is woven into the culture of the school. I can also use our School Core Values to guide reflective activities, where students evaluate their actions against the values of respect, responsibility, and kindness. Whether it’s through daily check-ins, discussions, or group work, these resources are a great foundation for fostering SEL in a meaningful way. By leveraging what’s already in place, I can create an environment where social-emotional growth is integrated into both the curriculum and the school culture.

Kay argues that failure alone isn't enough to get good at something, it must be paired with time, support, and reflection. In other words, simply failing doesn’t lead to growth unless it’s used as a learning experience, ideally within a system that allows for experimentation and encourages trying again. In my biology class, I once tried a flipped classroom model where students watched videos at home and did hands-on activities in class. It didn’t go smoothly at first, many students weren’t watching the videos, and class time felt chaotic. However, I reviewed what went wrong, adjusted the video content and structure, and added short in-class quizzes to ensure accountability. Over time, the model became more effective. To communicate this to students, I often share my own learning process and emphasize that mistakes are part of getting better. I model resilience and encourage them to see failure not as a stopping point but as a step toward mastery.

Attributive feedback focuses on the person’s traits, like saying “You’re a natural teacher,” while non-attributive feedback focuses on actions or behaviors, such as “Your use of questioning helped students think critically.” Non-attributive feedback is generally more preferable because it emphasizes what was done rather than who the person is, which makes it more actionable and less likely to feel like empty flattery. It also avoids creating pressure to always live up to an identity label. In teaching, I’ve found that attributive feedback, though flattering, can sometimes feel vague or even stressful if I don’t understand what I did well. Non-attributive feedback, on the other hand, helps me replicate successful strategies and grow intentionally.

A leader can transform a generic compliment into a meaningful observation by naming the specific action and its impact. For example, instead of saying “Nice classroom management,” a leader might say, “When you used that countdown routine, it helped students transition quickly and stay focused.” This turns vague praise into something the teacher can recognize, appreciate, and repeat. Direct communication is also vital in professional interactions because it leaves less room for interpretation. When colleagues are clear about expectations, observations, or concerns, it prevents assumptions and builds trust. Especially in fast-paced school environments, clarity helps ensure that collaboration and feedback are productive rather than confusing or misleading.

According to the article, SEL works "when implemented thoughtfully," meaning it must be consistent, relevant, and embedded into everyday practices rather than treated as an add-on. In a biology classroom, thoughtful implementation could include activities that promote collaboration, emotional regulation during labs or group work, and reflection on how scientific discoveries impact communities and individuals. I can also create a culture of respect and curiosity by modeling empathy when students struggle and encouraging a growth mindset during challenging lessons. Making space for student voice, like allowing them to co-create classroom norms or lead parts of a lesson also supports thoughtful SEL integration. The key is to be intentional and aligned with both academic and emotional goals.

I can use several existing resources to integrate SEL more effectively. For example, Habitudes provides powerful lessons that link character development with leadership, which I can tie into biology topics like environmental ethics or bioethics debates. PBIS can reinforce expectations for behavior during labs or group activities, creating a safe and structured learning environment. I can also use classroom discussions to highlight how these values show up in real-world science, such as ethical decision-making in genetics. By using what’s already embedded in our school culture, I can make SEL both practical and sustainable in my teaching.

The four strategies employed in Abbotsford—centering student voice, using inquiry-based teacher learning, developing leadership coherence, and aligning vision across the system—can be meaningfully adapted to address challenges in our district. For instance, to improve student engagement in our middle schools, we could hold regular listening sessions and student forums similar to Abbotsford’s student roundtables, giving students opportunities to provide feedback on curriculum and school culture. Inquiry-based teacher learning could be embedded in professional development by having teachers collaboratively explore problems of practice, such as how to integrate culturally relevant pedagogy into daily instruction. Leadership coherence might be strengthened through consistent communication among school and district leaders about shared goals, using clear frameworks for instructional priorities. Lastly, alignment of vision could be achieved by co-creating a district-wide strategic plan that includes input from students, families, educators, and community partners, ensuring everyone is moving in the same direction.

2. Describe the purpose of the "artifact circles" activity mentioned in the article. How might this look like in your school?

The "artifact circles" activity serves as a powerful tool for reflection and shared learning. It invites students and teachers to bring in artifacts—such as assignments, projects, or personal items—that represent meaningful learning experiences, and then discuss their significance in small groups. This activity deepens relationships and fosters empathy while reinforcing a culture of learning and storytelling. At our school, this could be implemented during advisory periods or professional learning community (PLC) meetings. Students might bring in a piece of writing or an art project they’re proud of and explain how it reflects their growth or interests. Teachers could use artifact circles to reflect on student work or classroom practices that challenged or inspired them. This practice could build stronger connections between educators and learners while affirming student identities.

3. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.

Drawing on Abbotsford’s model, our school or district could implement several key recommendations to elevate student voice. First, establish student advisory councils at each school site where diverse students meet regularly with administrators to discuss school climate, policies, and instructional practices. Second, integrate student feedback loops into classroom routines—using surveys, exit tickets, or focus groups to inform instruction. Third, provide professional development for teachers on how to facilitate student-led conferences and support goal-setting practices that promote ownership of learning. Fourth, include student representatives in curriculum and hiring committees to ensure their perspectives are considered in decision-making. Finally, create public showcases—such as student exhibitions or digital portfolios—to celebrate and elevate student work, reinforcing that their contributions are central to the school’s mission. These steps would empower students and shift the culture toward one that truly values agency and shared responsibility.

The most innovative element of the NEW initiative is the use of distributed staffing models that reimagine how teachers work together as instructional teams rather than in isolation. This approach challenges the traditional "one teacher, one classroom" model by emphasizing role specialization, such as content leads, learning facilitators, and student success coaches. One major benefit of this model is that it allows teachers to focus on their strengths and collaborate more deeply, ultimately leading to more targeted support for students. However, implementation can be challenging due to existing staffing structures, contractual limitations, and the need for ongoing professional development to support role clarity and collaboration. In my department, this might look like having a lead teacher design curriculum and mentor others, while support educators focus on individualized instruction or SEL check-ins. This model could foster a more dynamic and responsive learning environment.

2. Compare and contrast the conventional classroom model with the NEW team teaching approach. Explain how the NEW model addresses the diverse needs of students and teachers.

In the conventional classroom model, a single teacher is responsible for planning, delivering, and assessing all instruction for a group of students, which can be overwhelming and isolating. In contrast, the NEW team teaching approach distributes these responsibilities among a team, enabling specialization and collaboration. This model mirrors the structures used in many other professions and allows educators to leverage each other's strengths. The NEW approach better supports diverse student needs by enabling more individualized attention, flexible grouping, and differentiated instruction. For teachers, it reduces burnout by fostering shared responsibility and providing consistent opportunities for peer support and feedback. The shift to team-based teaching also creates more entry points for paraprofessionals and aspiring educators, which can help address staffing shortages and promote a more diverse workforce.

3. What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model? How might the NEW model address multiple educational goals simultaneously?

Teacher autonomy is deeply connected to job satisfaction, and the NEW model can enhance both when implemented effectively. While working in teams may appear to limit autonomy, the model actually allows teachers to have greater influence in specialized areas, such as leading curriculum development or mentoring colleagues, depending on their strengths and interests. When teachers feel their expertise is valued and that they have a clear role within a collaborative structure, their job satisfaction tends to increase. Furthermore, the NEW model can address multiple educational goals simultaneously by improving student outcomes, promoting equity, enhancing professional growth, and supporting teacher well-being. By using data-driven practices and tapping into collective expertise, schools can create more coherent and responsive educational systems that benefit all stakeholders.

Culturally responsive instruction fosters a sense of belonging by affirming students' identities, backgrounds, and experiences within the classroom. When students see their cultures, languages, and histories reflected in the curriculum and classroom conversations, they feel valued and recognized as whole individuals. This approach also helps build stronger relationships between teachers and students, as it encourages empathy, curiosity, and mutual respect. By validating different ways of knowing and learning, culturally responsive teaching breaks down barriers to engagement and achievement. Ultimately, it creates a classroom environment where all students feel safe, included, and capable of contributing meaningfully.

2. How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?

Collaboration among teachers, administrators, and students has played a central role in shaping a more inclusive and effective school culture. When all stakeholders are involved in decision-making and problem-solving, there is a greater sense of shared purpose and accountability. At my school, collaborative efforts such as grade-level planning teams, student advisory groups, and leadership walkthroughs have helped align our instructional goals with student needs. This kind of partnership fosters transparency, builds trust, and encourages innovation. As a result, our school climate has improved, professional learning feels more relevant, and students are more engaged in their own learning process.

3. What lessons learned from this successful neighborhood school might you apply in your own school or district?

One of the key lessons from the featured neighborhood school is the power of intentional relationship-building—between staff, students, and families—as a foundation for academic success. Their commitment to culturally relevant pedagogy, high expectations, and wraparound support systems shows that equity and excellence can go hand in hand. In my own school or district, we could replicate this by creating more opportunities for family engagement, especially from underrepresented communities, and by incorporating student voice in curricular choices. Additionally, investing in teacher training focused on anti-bias and culturally responsive strategies could further support inclusive instruction. Most importantly, this school reminds us that when a community truly believes in its students and works collaboratively, even systemic challenges can be overcome.

Public recognition in schools can lead to a stronger sense of community, morale, and collective pride among staff. When teachers and staff feel seen and valued, they are more likely to remain motivated and invested in their work. Recognition can also inspire others to adopt similar best practices, promoting a culture of continuous improvement. However, challenges may include the risk of favoritism or overlooking quieter staff who contribute meaningfully but may not seek the spotlight. To be effective, public recognition must be inclusive, intentional, and aligned with core values to foster a supportive, rather than competitive, school culture.

2. Evaluate the effectiveness of different celebration strategies proposed in the text. According to Thompson, why is celebration crucial in professional environments?

Thompson highlights several strategies—such as shout-outs, appreciation boards, and surprise notes—that are simple yet powerful in recognizing others. These strategies are effective because they are accessible and adaptable to different school settings, requiring little time but having a big impact. Thompson argues that celebration is crucial because it reinforces a positive feedback loop, where acknowledging effort leads to increased morale and stronger relationships. Celebrations also humanize professional environments, reminding educators that their work is meaningful and appreciated. Importantly, when celebrations are embedded into school culture, they contribute to resilience and joy, even during times of challenge.

3. Which of the three principles that Thompson says she lives by would impact your professional practice the most? Why? What are specific ways you can use that principle in your educational context, whether it is with students or staff?

The principle “Gratitude is a practice” resonates the most and would deeply impact my professional practice. Gratitude shifts focus from deficits to strengths, which is essential in education where challenges can easily dominate. By intentionally practicing gratitude, I can model a growth-oriented mindset and build stronger connections with both students and colleagues. Specific strategies could include starting staff meetings with appreciations, keeping a gratitude journal for classroom moments, or having students write thank-you notes to peers or teachers. These practices not only boost emotional well-being but also cultivate a culture of respect, recognition, and positivity across the school community.

According to Student Achievement Partners, the steps for analyzing a "juicy sentence" include choosing a rich, complex sentence from a text and then unpacking it through close analysis. This involves identifying vocabulary, examining sentence structure, and exploring how meaning is constructed. Teachers guide students in noticing how the author uses language to convey ideas, tone, or emphasis. The final step often includes rewriting or imitating the sentence to reinforce understanding and build writing skills. In my teaching context, I can use this strategy during reading or writing workshops by selecting sentences from texts we are studying and guiding students through these steps, helping them become more attentive and confident readers and writers.

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?

Traditional reading instruction often emphasizes broad comprehension or recall, sometimes at the expense of deep language analysis. The "juicy sentence" approach challenges this by zooming in on the intricacies of how meaning is built at the sentence level, promoting analytical thinking. This benefits diverse learners by making complex language more accessible and offering multiple entry points for discussion. For English learners or students with reading challenges, breaking down one sentence at a time allows for focused vocabulary development and clearer understanding of syntax. Additionally, this method supports culturally responsive teaching by validating students' need for scaffolding while still engaging them with rigorous content.

2.
Hernandez mentions that he uses basic tools like the phone’s camera app, Voice Memos, and Keynote to spark creativity and support learning. I’ve found similar success in using these tools in my high school English classroom. For example, I’ve had students use their phone cameras to create short video essays analyzing literary themes or recording scenes from plays like Macbeth to demonstrate tone and characterization. Voice Memos are a fantastic way for students to record reflections on their reading or to brainstorm ideas for their essays. These free, accessible tools allow students to think beyond the written word and explore multimodal ways of expressing their understanding. They also help students build digital literacy—an essential skill for their futures. By focusing on the learning goal first and then choosing the right tool, I can maintain purposeful and engaging lessons that meet diverse learning needs.

3.
Hernandez notes that truly innovative school leaders either create a culture of experimentation or focus on relationships. The point that resonates most with me is the emphasis on relationships. As a high school English teacher, I see daily how crucial it is to build trust with students before meaningful learning can happen. When students feel seen and valued, they’re more likely to take academic risks, engage with challenging texts, and participate in difficult conversations. Leadership that prioritizes relationships fosters an environment where teachers feel supported and students feel safe to be themselves. This relational foundation is what allows innovation and creativity to flourish. In a time of so much uncertainty and change, strong human connections are what ground us and allow schools to be places of growth.

As a high school English teacher working with both English Learners (ELs) and special education students, I can apply the insight that curiosity supports learning by designing lessons that begin with provocative questions, current events, or real-world dilemmas that relate to students’ lives. For instance, when introducing a unit on dystopian literature, I might ask, “What would you be willing to sacrifice for safety?” This draws students into the topic by appealing to their natural curiosity and encourages more authentic engagement with the text.

To apply the insight that we process verbal information better when paired with visual information, I routinely use visual aids like storyboards, infographics, and video clips alongside readings. For example, while teaching Shakespeare, I pair passages with graphic novel versions or stage performance videos. This approach helps my EL and special education students, who may struggle with dense or archaic text, make deeper connections by visualizing content while hearing and reading it.

The third insight—we only learn what we think about—influences how I structure class discussions and written reflections. After introducing new content, I provide prompts that require students to explain, analyze, or apply what they’ve learned. This might look like having students respond to a “Why did this character make this choice?” prompt to ensure they’re actively thinking about the content, not just passively consuming it.

To implement the fourth insight—we must repeat and return to new learning in multiple ways—I build review and spiraling into my unit plans. In vocabulary instruction, for example, I use spaced repetition tools and revisit key terms through warm-ups, short writing tasks, and peer teaching. With writing skills, we cycle back through drafting, feedback, and revision, encouraging skill development over time. These repetitions, especially when varied in format, help reinforce learning for all students.

2. Application of One Strategy from “When the Science of Learning and Teaching Intersect”

One of the most powerful strategies I apply is “Engage students in writing to learn,” or cognitive writing. In my high school English classes, particularly for ELs and special education students, writing is not just a final product—it’s an essential process for thinking and learning. I use daily quick writes, exit tickets, and journaling to help students process their understanding of characters, themes, and author choices. For example, after reading a chapter of Of Mice and Men, I might ask, “What does this chapter reveal about the American Dream?” This prompt encourages students to interpret and synthesize ideas, even if their writing is brief.

Cognitive writing also supports students in building metacognitive skills. I often have students revisit earlier writings to revise or reflect on how their understanding has evolved. This approach not only improves writing fluency but also reinforces content retention and deep thinking. For multilingual learners and students with IEPs, I provide sentence stems and graphic organizers to scaffold the task while still challenging them to think critically. In this way, writing becomes a tool for all students to engage in and demonstrate meaningful learning—not just for assessment, but as part of the learning journey itself.

As a high school English teacher, balancing structured literacy instruction with playful learning often takes creativity and intentional planning. I primarily use structured approaches such as close reading, text annotation, and Socratic seminars to build students’ analytical and comprehension skills. However, I integrate playful learning through collaborative storytelling, creative writing prompts inspired by games or images, and role-playing activities tied to literary analysis. These playful moments give students the freedom to explore texts with curiosity, take risks with language, and see literature as something dynamic and personally relevant. To further integrate these approaches, I could expand project-based learning opportunities—such as literature-themed simulations or interdisciplinary research projects—that maintain academic rigor while allowing students to explore texts through a playful, inquiry-based lens. Encouraging multimodal expression through podcasts, zines, or video essays could also blend structure with exploration.

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?

I recall a student once misinterpreting a poem’s metaphor, taking it literally instead of symbolically. At first, he was embarrassed when corrected, but the moment sparked a powerful class discussion about authorial intent, ambiguity in poetry, and the subjectivity of interpretation. That student’s mistake opened a door to deeper engagement with the text and reminded us all that analysis is not about right answers, but thoughtful inquiry. To foster more moments like this, I now create a classroom culture where questions and mistakes are celebrated as part of the learning journey. I might implement regular “confusion conferences,” where students reflect on what challenged them most in a reading or writing task and we discuss it together, normalizing developmental steps as vital learning points. This would align with early literacy principles highlighted in the article, where experimentation, reflection, and mistake-making are embraced as essential to growth.

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?

While reading is a major component of my curriculum, I’m increasingly working to ensure writing holds equal weight. One way to do this is by integrating writing as a daily practice, not just as a final product or assessment. This includes quick writes, journaling, peer review workshops, and reflective essays that tie directly to reading tasks. I also emphasize writing as a tool for thinking, encouraging students to process texts through analytical responses, character letters, or creative retellings. Inspired by the article’s emphasis on early exposure to both reading and writing, I plan to implement more opportunities for writing across genres and purposes—from persuasive essays to personal narratives and research-based editorials. These structures empower students to not only consume texts critically but also produce texts with confidence, helping them see themselves as authors of meaning, just as foundational literacy programs encourage in younger learners.

2. Considering the examples provided of culturally responsive teaching, how can you integrate elements of students’ cultural backgrounds into your curriculum to make learning more engaging and relevant? In my English classroom, I can integrate students’ cultural backgrounds by including a more diverse selection of authors and texts that reflect the lived experiences of my students. This includes not only canonical works from Black authors like James Baldwin or Zora Neale Hurston but also contemporary voices that speak to current social and cultural issues. I can invite students to bring in music, poetry, or storytelling traditions from their communities to deepen our study of narrative, voice, and perspective. Writing assignments can be designed to center personal identity, community exploration, and social commentary. I also aim to embed community-based learning into the curriculum by connecting literature to local history and inviting guest speakers or hosting virtual visits from local Black artists, poets, or educators. This kind of intentional, affirming approach is not only academically rigorous but also culturally sustaining.

3. The article emphasizes the importance of acknowledging the diversity within Black experiences. How might you create opportunities in your teaching practice to highlight and celebrate the multifaceted identities and histories of your students? To celebrate the multifaceted identities and histories of my students, I will create opportunities for them to share their stories through personal narrative and multimedia projects. Assignments that allow students to trace their family histories, interview community members, or explore the historical and cultural significance of their neighborhoods can help affirm their diverse identities. I’ll also ensure that class discussions around literature make space for analyzing texts through multiple lenses—racial, cultural, gendered, and generational. Bulletin boards and hallway displays featuring student work can be used to elevate voices and perspectives that are often overlooked, similar to the celebration of Black figures and ideas at McCune and Redd. Most importantly, I will intentionally highlight stories of Black joy, innovation, and leadership—so students don’t only see themselves through the lens of struggle, but through narratives of resilience, brilliance, and impact.

According to Hattie's research, as highlighted by Ventura, the most effective factor in improving student achievement is collective teacher efficacy—the shared belief among teachers that they can positively affect student outcomes. As a high school English teacher, I see several ways this can be implemented within our department and across the school. First, creating regular opportunities for English teachers to meet and engage in structured collaboration, such as through PLCs, would allow us to align our strategies, examine student work together, and co-construct assessments. Secondly, leadership can foster collective efficacy by celebrating small wins—whether that’s a boost in reading comprehension scores or improved student engagement during writing workshops. Training in protocols like the Achievement Teams Protocol can ensure our meetings are purposeful, reflective, and data-driven. Lastly, when leaders consistently attend these meetings, offer feedback, and empower teacher voices, it reinforces the belief that we’re not just accountable, but capable—and that belief alone can drive substantial academic growth.

2. Which of the five leadership components that significantly influence effective collaboration do you find most impactful when you engage in professional collaboration? Describe an instance in which you found that particular component especially impactful.

The leadership component I find most impactful is “Facilitating a Well-Defined Structure for Collaboration.” As a high school English teacher, it’s easy to fall into meetings that feel repetitive or lacking in direction. But when there is a clearly established protocol—like Ventura’s Achievement Teams model—the energy shifts. One instance that stands out occurred during a district-wide writing calibration session. Our instructional coach introduced a structured format for reviewing and scoring student writing samples based on rubric criteria. Because we had a defined process, our conversations stayed focused on student growth, and we left with actionable steps for improving writing instruction in our own classrooms. The clear structure helped us focus on shared goals rather than getting bogged down in anecdotal discussions or logistical issues.

3. Discuss a time when one or more of the conditions for collaboration discussed in the article were missing in a meeting, PLC, or other collaborative setting. How did the missing condition(s) impact the effectiveness of the meeting?

I remember a particularly unproductive PLC meeting during my second year of teaching high school English, where the conditions for effective collaboration were mostly absent. There was no set agenda, no clear goals, and little support from leadership—we were essentially left to “collaborate” without guidance or structure. This lack of a well-defined process led to a lot of venting and minimal reflection on student data or instructional practices. Without leadership present to model expectations or refocus the group, our time was poorly spent and no meaningful outcomes emerged. Most importantly, it left us feeling disconnected, not just from each other, but from a sense of shared purpose. The absence of structure and leadership oversight made it hard to build trust or collective efficacy, and ultimately, it did not benefit our students. Since then, I’ve realized how critical leadership involvement and a structured collaborative framework are to making meetings truly impactful.

The four strategies outlined in the Abbotsford Student Agency Framework—identity, belonging, mastery, and efficacy—could be incredibly impactful if adapted thoughtfully in my high school English department. For instance, focusing on identity can help students see literature not as a distant academic requirement but as a mirror and window into their own lived experiences and those of others. We can incorporate storytelling activities where students explore and present texts that resonate with their cultural background or personal values. To build belonging, we could create regular peer-sharing circles that give students voice in curriculum choices, classroom policies, or even how we structure assessments, much like the community spaces built during the Abbotsford retreats.

Mastery could be reimagined through student-designed inquiry projects around themes in literature that matter to them—maybe connecting classic texts to contemporary issues they care about. As for efficacy, our school could adopt more student-led initiatives, such as having learners co-create rubrics or host mini-PD sessions for teachers to share how classroom practices impact them. Implementing these strategies can shift the learning environment from compliance-driven to community- and agency-driven. This model can also address challenges such as student disengagement, equity gaps, and culturally unresponsive teaching.

2. Describe the purpose of the "artifact circles" activity mentioned in the article. How might this look like in your school?

The “artifact circles” activity serves as a way to deepen trust, empathy, and vulnerability within student groups by inviting them to share a meaningful item that represents something important—like courage. This kind of storytelling promotes emotional connection and a stronger sense of identity and belonging. In a high school English classroom like mine, this could be adapted during a unit on personal narrative or memoir. Students could bring in an object or image that symbolizes a turning point or source of strength in their lives and write a reflective piece about it before sharing in small, respectful circles.

This practice could be especially powerful at the beginning of the school year or as a transition into literature that deals with identity and personal growth. For example, before reading The House on Mango Street or Their Eyes Were Watching God, students might share an artifact that connects to their sense of home or voice. Bringing the emotional and personal into the classroom not only enriches literary analysis but also builds the relational trust necessary for authentic learning. This could also be scaled beyond the classroom—maybe used in advisory or school-wide equity and leadership programs.

3. Based on the Abbotsford experience, propose a set of recommendations for your school or district to meaningfully center student voice and agency in their own contexts.

1. Create a Student Voice Council: Like Abbotsford’s Student Voice Community of Practice, our school should establish a diverse, representative student council not just for planning events but for leading equity-based inquiry projects. Students should be trained in data collection, storytelling, and advocacy to drive change in areas like curriculum, school climate, and discipline practices.

2. Train Adults to Listen and Shift Power: Professional development should include training for educators to decenter themselves and act as facilitators rather than gatekeepers of knowledge. Just as Abbotsford pulled aside adult leaders to coach them on giving space to student voices, our faculty could benefit from workshops on active listening, co-learning, and creating non-tokenizing spaces for student leadership.

3. Embed Student Voice in Curriculum Design: Instead of occasional student surveys, teachers—especially in core subjects like English—can involve students in choosing texts, co-developing learning goals, and even co-teaching segments of the class. This increases not only engagement but also ownership of learning.

4. Celebrate and Share Student Inquiry Projects: Schools should build in structured opportunities for students to share their findings and initiatives with peers, staff, and the school board. These public showcases could inspire broader change and model what authentic student leadership looks like.

5. Prioritize Marginalized Voices: Like in Abbotsford, it’s essential that students from historically marginalized backgrounds are centered in these initiatives. Our district can audit who is being heard and ensure that leadership opportunities are equitably distributed.

These recommendations align with the spirit of Street Data and the goal of transforming schools into spaces where students don’t just feel heard—they are empowered to lead.

As a high school English teacher, I find the most innovative aspect of the NEW initiative to be the use of differentiated roles and responsibilities within teaching teams. Traditionally, all teachers are expected to perform a wide range of duties—lesson planning, instruction, assessment, social-emotional support—largely in isolation. The NEW model’s approach to task differentiation allows teachers to specialize in their strengths, such as curriculum design, data analysis, or direct instruction, while still collaborating for a cohesive student experience. A major pro is that this can lead to increased teacher effectiveness and satisfaction, as educators can work in roles that align with their passions and skills. However, a potential con is the challenge of coordination and the need for strong team dynamics and leadership to ensure all responsibilities are covered without redundancy or gaps. In my school, this might involve forming an English department team where one teacher focuses on AP instruction, another on literacy intervention, and another on project-based learning. It could foster deeper collaboration and targeted support for students, especially if implemented with careful scheduling and administrative backing.

2. Compare and contrast the conventional classroom model with the NEW team teaching approach. Explain how the NEW model addresses the diverse needs of students and teachers.

In the conventional classroom model, a single teacher manages all instructional and administrative responsibilities for a large group of students, often in isolation from colleagues. This setup limits the teacher's ability to individualize instruction or collaborate effectively, and it often leads to burnout. The NEW team teaching approach, on the other hand, distributes students and responsibilities across a team of educators who share planning time, learning spaces, and roles. This structure supports a more personalized learning experience for students, as teachers can regroup students based on their evolving needs and interests. For high school English, this could mean one teacher leads discussions on literature while another focuses on writing skills and a third works with students needing targeted reading support. The NEW model not only promotes collaboration and creativity among teachers, but it also helps ensure that students receive instruction that aligns with their readiness, interests, and learning preferences. It moves beyond the one-size-fits-all approach by leveraging team strengths and shared accountability.

3. What do you think is the relationship between teacher autonomy and job satisfaction in the NEW model? How might the NEW model address multiple educational goals simultaneously?

The NEW model fosters higher levels of teacher autonomy by encouraging teams to make professional decisions about instructional design, schedules, and grouping strategies. As a high school English teacher, I know that being trusted to make decisions based on student needs greatly enhances job satisfaction. When teachers are treated as professionals and collaborators rather than mere deliverers of curriculum, they feel more empowered and motivated. The study referenced in the April 2025 issue of Educational Leadership confirms that teachers in NEW teams with greater autonomy experienced significantly lower turnover. Additionally, the model’s flexible, data-informed, and student-centered structure allows teams to address multiple educational goals at once—such as improving literacy, fostering social-emotional development, and promoting equity—by adjusting roles and strategies as needed. In my department, this could mean creating specialized student groups focused on different skill sets or goals while maintaining an overall cohesive curriculum. The ability to respond fluidly to student and teacher needs is a major strength of the NEW model.

2. How has collaboration among teachers, administrators, and students influenced your school’s overall success and culture?
Collaboration is at the heart of Furness High School’s turnaround and continued success. Teachers, administrators, and students all work together to make decisions that prioritize student growth and well-being. As a teacher, I meet daily in professional learning communities to analyze student data and strategize about what instructional approaches are working and which need adjustment. We also involve students in meaningful ways—such as teen court, student council committees, and mentoring programs—so they feel ownership over their school community. This collective effort has resulted in lower teacher turnover, improved test scores, higher attendance, and a culture of trust and safety. Our success proves that when all stakeholders are given a voice and the time to collaborate, real transformation is possible.

3. What lessons learned from this successful neighborhood school might you apply in your own school or district?
One of the most powerful lessons from Horace Furness High School is that student achievement flourishes in environments rooted in respect, trust, and authentic connection. Our shift away from punitive discipline toward restorative practices and personalized support systems has made a huge difference in student behavior and engagement. I would recommend that other schools invest in climate staff, bilingual counselors, and student-led initiatives like teen court to build a more responsive school culture. Additionally, hiring teachers who are eager to collaborate—and then giving them time during the school day to reflect and plan together—has proven essential. Lastly, our approach to treating students as individuals, with specific needs and interests, is something every school can adopt to help students feel safe, motivated, and empowered to succeed.

According to Student Achievement Partners, the steps for analyzing a “juicy sentence” begin with sharing a complex, grade-appropriate sentence from the text the class is studying, displayed on chart paper or a smartboard for everyone to see. Next, the teacher and students color-code the sentence’s “chunks” — smaller phrases or groups of words — to visually break down the structure. The teacher then reads the sentence aloud to model fluent reading and engage students’ auditory processing. After that, students parse the sentence by explaining what each chunk or phrase means, helping to deepen their understanding. Finally, the teacher discusses the grammatical structures and vocabulary within the sentence, asking guiding questions like, “Who or what does ‘its’ refer to here?” to prompt critical thinking. In my high school English classroom, I could use this strategy to help students unpack complex literary sentences that often contain abstract ideas, unfamiliar vocabulary, and intricate syntax, which would improve their comprehension and analytical skills. This approach would also support struggling readers by giving them a clear framework for understanding sentence meaning and context.

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?

The strategies presented in the text challenge traditional reading instruction by shifting focus away from isolated word recognition or broad comprehension strategies to explicit, focused analysis of sentence structure and meaning. Traditional instruction often emphasizes decoding words and summarizing paragraphs, but these sentence-level techniques require students to slow down and unpack how sentences are constructed and how word order or grammar changes meaning. For diverse learners, especially English language learners and students with learning disabilities, this detailed, scaffolded approach provides vital support by clarifying confusing syntax, ambiguous pronouns, and complex vocabulary. It helps students make sense of challenging sentences that might otherwise impede their understanding of the whole text. Furthermore, by developing skills in sentence analysis, diverse learners can build confidence and become more independent readers, better equipped to tackle advanced texts with layered meanings and complex language.

2. Name the five levels of the SOLO Taxonomy. How can the SOLO Taxonomy be used to design more effective writing tasks? The five levels of the SOLO Taxonomy are Pre-structural, Uni-structural, Multi-structural, Relational, and Extended Abstract. Each level reflects increasing complexity and depth of understanding. In writing instruction, this taxonomy helps teachers scaffold tasks by starting with simpler prompts that focus on single ideas or facts (Uni-structural) and progressing toward tasks that require students to integrate multiple concepts and make connections (Relational), eventually moving to creative, abstract synthesis (Extended Abstract). By applying SOLO levels to writing tasks, I can ensure that students are challenged appropriately according to their skill level, gradually developing their ability to think critically and write with depth. For example, a Uni-structural task might ask students to describe one characteristic of a literary character, while an Extended Abstract task might require them to analyze and evaluate the character’s impact across the entire novel. Using SOLO taxonomy allows me to design writing assignments that are both accessible and rigorous, promoting growth for all learners.

3. France argues that writing should not be treated as a separate subject. Explain his rationale. What are the potential long-term impacts of explicit and systematic writing instruction? France’s rationale is that isolating writing as a separate subject limits students’ opportunities to apply writing skills in authentic, cross-curricular contexts. Writing is a fundamental way of thinking and communicating across all disciplines, so embedding it in every subject provides more frequent and meaningful practice. Treating writing as integrated rather than isolated makes it a natural part of learning, helping students see it as a tool rather than a task. The long-term impacts of explicit and systematic writing instruction include stronger literacy skills, improved critical thinking, and enhanced ability to communicate complex ideas effectively. For my high school English students, this approach can lead to greater confidence and fluency in writing, enabling them to succeed in college, careers, and civic life by writing clearly and persuasively across different genres and contexts.

Kay’s fitness club analogy compares teachers trying new instructional strategies to people joining a gym during the “January rush” who are often inexperienced and uncertain about how to use equipment effectively. Just like gym-goers who randomly try exercises without guidance and get frustrated by slow progress, teachers may try innovative teaching strategies they find appealing but without mastery, leading to inconsistent results and discouragement. This analogy highlights how both novices need time, practice, and proper support to improve. I agree with this comparison because it captures the natural learning curve and the importance of patience and persistence when adopting new methods. As a high school English teacher, I often find myself experimenting with new discussion formats or writing strategies, and initially, things don’t always go smoothly, but like gym training, consistent effort leads to improvement.

2. According to the article, what must be paired with failure to "get good" at anything? Discuss a time when you experienced this in your teaching experience. How can you communicate this idea to students?

The article emphasizes that failure must be paired with reflection to truly “get good” at anything. Simply failing is not enough; teachers and students need to analyze what went wrong and think about how to improve for next time. For example, when I first introduced student-led literary discussions in my English class, the conversations were disorganized and sometimes off-topic, which felt like a failure. However, after reflecting on what didn’t work, I introduced clearer guidelines and scaffolds, and over time, the quality of discussions improved significantly. To communicate this to students, I share my own experiences of struggling and improving, and I encourage them to view mistakes as opportunities for growth rather than setbacks. I remind them that mastery requires patience and ongoing effort, whether it’s writing, reading, or participating in discussions.

2. Discuss the difference between attributive and non-attributive feedback. Which is more preferable? Why? Attributive feedback assigns a general trait or quality to a person, like “You are kind” or “You are hardworking.” While such comments are positive, they can be easily discounted because people know they don’t always embody those traits perfectly. Non-attributive feedback, on the other hand, describes specific behaviors or actions that demonstrate those qualities, offering concrete evidence rather than vague labels. Non-attributive feedback is more preferable because it feels authentic and believable. For example, telling a teacher, “I saw how patiently you waited for your student to answer the question before moving on,” is far more compelling than just saying, “You’re patient.” In my role, I’ve found that when students or colleagues give me specific observations about my teaching or interactions, it resonates more deeply and feels genuinely encouraging. It’s a reminder that the feedback is rooted in real moments, not just flattering words.

3. How might a leader transform a generic compliment into a more meaningful observation? Explain how direct communication might prevent misunderstandings in professional interactions with colleagues. A leader can transform a generic compliment into a meaningful observation by focusing on specifics and sharing personal experiences of what they observed. Instead of saying, “You’re doing a great job,” a leader could say, “I appreciated how you incorporated student voices into today’s lesson by asking open-ended questions and encouraging diverse perspectives.” This kind of feedback shows the leader’s genuine attention and respect for the work being done. Direct communication helps prevent misunderstandings because it eliminates ambiguity. When feedback is given in the first person, like “I noticed” or “I appreciated,” it clarifies the source of the observation and avoids secondhand interpretations. In my experience teaching high school English, being direct with colleagues about instructional strategies or classroom challenges fosters trust and openness. It reduces the risk of misreading intentions and ensures that everyone feels clearly seen and understood, which is crucial in a fast-paced, complex environment.

The study cited by Holdbrooks does not surprise me; rather, it affirms much of what I have observed in my high school English classroom. I have seen firsthand how students who engage in social-emotional learning (SEL) activities demonstrate better self-regulation and collaboration skills, which translate directly into improved classroom behavior and academic performance. For example, last year I implemented regular check-ins where students shared their emotions or challenges, and I noticed that these moments helped build trust and improved peer interactions during group projects. This in turn made discussions richer and more meaningful, especially during complex literature analyses. The research validating that these benefits persist into high school is encouraging because it supports my belief that fostering SEL is crucial, even with older students.

2. According to the article, what works "when implemented thoughtfully"? What are some things you can do to implement this thoughtfully in your context?

The article emphasizes that various SEL approaches can work effectively "when implemented thoughtfully," which means that the strategies must be carefully integrated and tailored to the needs of students and school culture. In my context as a high school English teacher, thoughtful implementation involves aligning SEL practices with the curriculum and daily classroom routines rather than treating them as add-ons. For example, I can embed SEL by encouraging reflective writing assignments where students explore their own emotions or social experiences related to the texts we read. Additionally, I can create structured opportunities for students to practice collaboration and problem-solving during peer discussions and group projects. Thoughtful implementation also means consistently modeling SEL skills like empathy and active listening, so students see these behaviors in action.

3. Describe how you can use the resources already at your disposal (Habitudes, PBIS, School Core Values, etc...) to implement SEL into your practice?

To implement SEL effectively, I can leverage the existing frameworks and resources in my school such as Habitudes, PBIS, and the School Core Values. Habitudes, which focus on habits and attitudes for success, can be integrated into classroom discussions about character development, linking those lessons to themes in literature. PBIS provides a school-wide system to reinforce positive behavior, which supports SEL by promoting respect and responsibility—qualities essential to emotional regulation and social skills. The School Core Values can serve as a foundation for setting classroom norms that prioritize kindness, integrity, and collaboration. By explicitly connecting these resources to SEL goals, I can create a coherent and supportive environment that helps students develop both academically and socially.

Hernandez argues that educators must highlight deeper thinking, critical inquiry, and real-world connections rather than focusing solely on memorization. He emphasizes teaching students to understand why things work, how ideas connect, and how to apply learning creatively.

I agree with him because education should prepare students for a world that increasingly values problem-solving and innovation over regurgitation. In my own experience, I’ve found that understanding the “why” behind a concept makes it more memorable and usable. Ultimately, going beyond rote learning develops students into adaptable, insightful, and engaged thinkers, which I believe is the true purpose of education. However, I do not feel that memorization should stop. We do need ready access to some information.

2. When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions?

Hernandez mentions basic tools like here’s the camera app, keynote, and digital books, and as “workhorses” for a reason—they form the foundation of digital literacy. I use these platforms to write, collaborate, and organize information with students. In my practice, I’ve found that allowing students to create documents and presentations gives them a sense of ownership and a space to express ideas clearly. These tools also support peer review and group projects, making learning more interactive and communal. We frequently use the photo app to add to the students digital portfolios. I a not familiar with Keynote, but it sounds useful.

3. Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why?

Hernandez mentions that truly innovative school leaders strong vision for changing the assumptions around learning, and second, they make time for ­themselves to come up for air and explore what’s going on beyond their own school site or district.

The one that resonates with me most is the idea of coming up for air . In an environment where teachers feel safe to try new ideas, creativity and growth can flourish, but they must look behind their current practices to get there. Going to other sites, or conferences is a huge help to seeing what else can be done, an d help support the courage to take on risk of new policy or procedure or practices. This approach encourages teachers to move beyond tradition and design learning experiences that are more impactful and relevant for students. Ultimately, when leaders support risk-taking, it benefits the entire school community by fostering a culture of trust, collaboration, and innovation.

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1. Curiosity Supports Learning:
   I can apply this insight by starting each lesson with a compelling hook or puzzling question that sparks students’ curiosity. For example, if we’re learning about ecosystems, I can show an intriguing image or ask, “What do you think would happen if bees disappeared?” This primes students’ brains to focus and better retain information. By making lessons intriguing and relevant, I can draw students into the learning process and help them encode ideas more effectively. In this way, I am aligning with the research that curiosity improves attention and long‑term memory.

2. We Process Verbal and Visual Information Together:
   To apply this, I will design lessons that pair verbal instruction with strong visuals. For example, when introducing a complex math concept, I can walk students through worked examples projected on a screen while explaining each step aloud. Incorporating infographics, illustrations, or concrete examples will give students a dual pathway to understanding, making it more likely that new information will stick. This approach, rooted in dual coding theory, can benefit all students, especially visual learners and multilingual students.

3. We Only Learn What We Think About:
   I will apply this by prompting students to actively think and make connections with new information. During a lesson, I can ask high‑level questions like, “Why do you think this character acted this way?” or “How does this relate to what we learned last week?” By focusing their thinking, I can deepen their understanding and help encode the information into long‑term memory. Creating space for students to write about or discuss their thoughts allows them to make connections and internalize what they’ve learned.

4. We Must Repeat and Return to New Learning:
   To apply this, I will embed spaced review and interleaved practice throughout units. At the beginning of each lesson, I can review prior concepts with a quick activity, and periodically return to earlier material in new contexts. For example, in math, I can mix in questions from earlier units when introducing new topics, so students practice applying both old and new ideas. This approach builds stronger connections in long‑term memory, making it more likely that students will retain and use what they’ve learned.

   
   

2. Discuss how you can apply one of the four strategies listed under "When the Science of Learning and Teaching Intersect" into your own instructional practice. What does that look like in your classroom?

One strategy I can apply is Curiosity Supports Learning”. In my classroom, this means going beyond questions that only ask students to recall facts. Instead, I’ll prime students to asl questions like, “Why do you think this solution worked?” or “How would you teach this concept to a classmate?” I can incorporate this approach during small‑group discussions, asking students to justify their thinking aloud. By focusing questions on reasoning and connections, I help students encode ideas more deeply and learn to monitor their own understanding. This practice encourages critical thinking, making learning more active and meaningful for every student. I will also incorporate labs, and experiments that lead to natural questions, and a desire to learn.

Right now, I don't . I can incorprate it by increasing reading in class. I can add more role‑play scenarios, like setting up a “classroom post office” where students write and send letters, making literacy a natural part of the class environment . By intentionally embedding literacy into the classroom , I can help students recognize its role in their everyday lives and foster a deeper sense of joy and purpose in reading and writing. I can also incorporate writing emails. I can also create vocabulary games.

2. Think about a time when a student’s “mistake” led to a meaningful learning moment. How might you create more opportunities to celebrate and learn from these developmental steps in literacy?

   
   

I remember when one of my students spelled “knight” as “nite” , Instead of correcting it right away, I asked the class to consider why both spellings could make sense and introduced the idea of homophones. This “mistake” sparked a rich discussion about how words can sound the same but have different meanings and spellings. It was a powerful moment where every student felt safe exploring language creatively, and we celebrated it as an example of “brave spelling” and deep thinking. To create more moments like this, I can openly invite students to share their spelling attempts and talk about why certain choices were made. By framing mistakes as opportunities for exploration and understanding, I can foster an environment where students learn to take risks, build confidence, and become more resilient readers and writers.

3. What structures or practices could you implement to make writing as central to your literacy instruction as reading?

To make writing as central as reading in my literacy instruction, I can carve out dedicated daily times for students to write for different purposes — stories, reflections, letters, or poetry. I can introduce “writing stations” that invite students to experiment with sound–letter connections and create short narratives that matter to them, reinforcing that writing is an active form of making meaning. Incorporating decodable texts can further support this practice, allowing students to practice new phonics patterns in both their reading and writing. I can also implement routine “share and respond” times, where students read aloud their writing and give feedback to peers, making it a communal and celebratory part of literacy learning. By embedding writing throughout our lessons , I can help students understand that reading and writing are complementary threads .

2. Application of one strategy from “When the Science of Learning and Teaching Intersect”. My strategy is to make it meaningful. I can apply this in my classroom by creating real-world projects and scenarios that provide a clear purpose for learning. For example, during a writing unit, I have students write persuasive letters to a local official regarding a community issue they are passionate about. This approach not only taps into their interests but also lends authenticity to the task. By making the content relevant, I can significantly increase student engagement and motivate them to invest more effort, as they recognize the value of their work beyond the classroom.

2. Among the five components of effective collaboration—purpose, trust, norms, voice, and protocols—trust emerges as the most impactful. Absent trust, collaboration can become superficial or even performative, failing to yield meaningful results. I experienced the transformative power of trust in a Professional Learning Community (PLC) where we were analyzing student writing samples. Because we had cultivated trust over time, teachers felt safe to share their struggles and request honest feedback. One teacher candidly admitted that their students were not progressing as expected, prompting a collaborative deep dive into their writing strategies. This vulnerability led to one of our most productive sessions—anchored in support rather than judgment. Trust fosters an environment conducive to risk-taking, honest reflection, and authentic growth, making it a crucial component of effective collaboration.

3. In a past department meeting, we encountered significant challenges due to a lack of clear purpose and structured protocols. The session quickly lost direction, veering into unrelated topics and resulting in unproductive discussions. Without a shared goal or facilitation structure, time was squandered, and the meeting concluded with insufficient actionable outcomes. This absence of purpose led to frustration among participants, who felt their time was neither valued nor well-utilized. It also discouraged future engagement in meetings. This experience served as a poignant reminder of the importance of setting clear objectives and employing effective protocols—such as establishing norms, using timers, or implementing turn-and-talk strategies—to maintain focus and ensure equitable participation. By prioritizing clarity and structure, we can create more purposeful and productive meetings that respect educators' time and contributions.

2. Artifact circles are an effective way to build a shared understanding of student learning through the analysis of artifacts such as student work, classroom photos, or instructional videos. The objective is not evaluation; rather, it’s about delving into what these artifacts reveal regarding students’ thinking, engagement, and overall experience. In my school, we could implement artifact circles during a faculty meeting or PLC. Each teacher would bring an artifact representative of a recent lesson. We would then rotate in small groups, sharing and discussing these artifacts using guiding questions such as: - What do you notice about the student’s thinking? - How does this reflect our learning goals? - What questions or next steps does this raise? This collaborative analysis would not only deepen our understanding of student learning but also foster a reflective and collaborative staff culture.

3. Drawing from Abbotsford’s success, here are some recommendations to center student voice and agency in our schools: - Create formal structures for student input: Establish regular meetings for student advisory groups with teachers or administrators to provide valuable feedback on instruction, school policies, and climate initiatives. - Incorporate student-led conferences: Transition from traditional parent-teacher conferences to student-led formats, wherein students reflect on their growth, articulate goals, and present their work to parents. This empowers students to take ownership of their educational journey. - Co-design learning experiences: Actively invite students to help shape units or projects, allowing them to contribute to decisions regarding topic selection, assessment design, and rubric creation, especially in humanities or project-based learning settings. - Use regular feedback loops: Implement consistent, short surveys that solicit student feedback on their learning experiences, engagement, and overall well-being. It’s crucial that we act on the data gathered, demonstrating to students that their voices have genuine impact. - Celebrate diverse voices and identities: Ensure that the curriculum and school events reflect the diverse cultural, linguistic, and personal identities of our students. Encourage students to share their stories through various mediums, including writing, performance, or visual media, providing them a platform to express their unique perspectives. By implementing these actions, we not only affirm students' voices but also cultivate confident, empowered learners who recognize themselves as active participants in shaping their education.

2. Conventional Model: - In traditional settings, one teacher is responsible for all instruction, planning, assessment, and classroom management for a single group of students. - This model often lacks the flexibility needed to address diverse learning needs due to limitations in time and capacity. - Professional isolation in this structure can lead to burnout and reduced opportunities for innovative practices. New Team Teaching Model: - In contrast, the new model involves multiple educators sharing responsibility for a group of students, with each teacher assuming differentiated roles based on their strengths. - This collaboration creates more opportunities for targeted instruction, real-time interventions, and personalized learning experiences for students. - The new model promotes collaboration, support, and peer learning among educators, enriching their professional experience. The new model effectively addresses student diversity by providing more individualized support and flexibility. Simultaneously, it supports teachers through shared responsibilities, specialization in their areas of strength, and mentorship opportunities.

3. Teacher Autonomy and Job Satisfaction: Teacher autonomy and job satisfaction are intricately linked. In the new model, autonomy is maintained through role clarity, flexibility in instructional design, and opportunities for teachers to lead in areas where they excel. When teachers feel that their voice, expertise, and professional judgment are valued within a team context, their job satisfaction tends to increase. Furthermore, the new model allows schools to simultaneously pursue multiple objectives: - Academic Achievement: Targeted and personalized instruction enhances student learning outcomes. - Equity: By addressing diverse learner needs with increased support from multiple educators, equity in educational access is fostered. - Well-Being: The collaborative nature of the model reduces teacher isolation and promotes a healthier work-life balance. - Professional Growth: Opportunities for collaborative learning among educators lead to ongoing professional development and growth. In essence, the new model aligns student-centered learning with teacher-centered support, resulting in a more resilient and adaptable school ecosystem that benefits both students and educators alike.

2. Meaningful collaboration among all stakeholders has been pivotal in driving school improvement and fostering a positive culture. When teachers, administrators, and students collaborate, we dismantle barriers and ensure that every voice contributes to shaping the learning environment. For example: - Teachers experience increased support when school leadership values their professional input and collaborates on solutions to challenges. - Students feel empowered when their feedback directly influences changes in policies, classroom routines, or curriculum design, reinforcing their role as active participants in their education. - School-wide initiatives—such as social-emotional learning (SEL) programs, reading interventions, or project-based learning—tend to be more successful when they are co-designed and collaboratively implemented. This sense of shared ownership contributes to a culture characterized by trust, transparency, and collective responsibility, which in turn has a direct impact on student outcomes and enhances staff morale.

3. Drawing from the example of a successful neighborhood school, key lessons I would apply include: - Prioritizing Strong Relationships: Every student and family should feel known and valued within the school community. This could be achieved through advisory periods, home visits, or regular check-ins that demonstrate a commitment to understanding individual needs. - Centering Student Voice: It's essential to involve students in decisions that affect their experience—whether negotiating classroom rules, discussing dress code policies, or contributing to curriculum choices. Their voices should influence the educational landscape they navigate. - Building a Collaborative Culture: Encouraging co-planning, peer observations, and shared leadership among staff enhances trust and fosters professional growth. This collaborative atmosphere benefits both educators and students. - Integrating the Community: Strengthening partnerships with local organizations, families, and cultural leaders can significantly enhance student support and provide real-world learning opportunities. Community involvement enriches the educational experience and helps students feel a greater sense of belonging. When these strategies are embedded intentionally into the school culture, they can transform the institution into a true hub of connection, inclusion, and achievement, benefiting both students and the broader community.

2. Thompson's Perspective on Celebration: Thompson asserts that celebration is foundational, not frivolous. It serves as a way to acknowledge progress, build momentum, and humanize the workplace. Effective Celebration Strategies: - Public Shout-Outs or Gratitude Walls: These initiatives provide ongoing opportunities to recognize everyday victories and contributions, reinforcing a culture of appreciation. - Personalized Notes or Check-Ins: Tailored affirmations help build individual relationships and are particularly meaningful for staff who prefer quieter forms of recognition. - Staff Awards or Monthly Spotlights: Formal acknowledgments can set the tone that excellence is both valued and recognized, creating positive motivation among staff. Why Celebration is Crucial: Thompson emphasizes that celebration fosters a sense of community and belonging, particularly in demanding fields like education. It serves as a reminder that educators’ work is impactful and that they are part of a larger mission. Celebrating achievements also helps sustain morale amidst challenges like burnout and stress, offering necessary moments of joy and connection.

3. Principles of Celebration: Assuming the three principles are: - Celebrate Often. - Lead with Joy. - See People Fully. The principle that would most impact my professional practice is: **"See People Fully."** Why This Principle Matters: This principle emphasizes the importance of authentic relationships—recognizing individuals not merely for their roles or contributions but for who they are. When applied purposefully, it enhances trust, empathy, and collaboration, and it counters the tendency to reduce students or staff to mere data points or performance metrics. Specific Ways to Use This Principle: - With Students: Allocate time for regular check-ins, utilize interest inventories to understand their passions, and approach behavioral responses with curiosity rather than assumptions. - With Staff: Take the time to learn about colleagues’ strengths and interests beyond their job titles. Engage in meaningful conversations, provide support during challenging times, and recognize contributions made behind the scenes. - Systemically: Advocate for equitable practices that consider and honor the diverse identities, backgrounds, and needs of everyone within the school community. Seeing people fully lays the groundwork for an inclusive and empowering school culture, making it possible for all members—students and staff alike—to thrive in a supportive environment.

2. These strategies challenge traditional reading instruction by shifting the focus from superficial comprehension questions to in-depth, language-centered analysis. Conventional approaches often emphasize identifying the main idea, summarizing content, or recalling specific details. In contrast, sentence-level analysis delves into how meaning is constructed through vocabulary, syntax, and overall structure. Implications for Diverse Learners: - Support for English Learners: This approach explicitly teaches language patterns, vocabulary, and grammar within a meaningful context, making language acquisition more relevant and engaging. - Resources for Students with Learning Difficulties: Students with language-based learning challenges, such as dyslexia, can find support in breaking down complex text structures, which enhances both their decoding skills and overall text comprehension. - Nuanced Engagement for Advanced Learners: Advanced students can participate in more sophisticated discussions about the author’s craft and the impact of specific language choices, allowing for differentiation within the same instructional activity. Overall, this method builds linguistic confidence and equips all learners with essential tools for unpacking academic texts more independently, thereby nurturing their critical thinking, comprehension, and writing skills in a cohesive manner.

2. The five levels of SOLO Taxonomy include: - Pre-structural: The learner demonstrates a limited understanding and misses the main point. - Uni-structural: The learner understands one relevant aspect of the task. - Multi-structural: The learner recognizes several independent aspects but fails to integrate them. - Relational: The learner integrates multiple aspects into a coherent whole, demonstrating a deeper understanding. - Extended Abstract: The learner can generalize the structure to a new domain or create new meaning from the original concepts. Using SOLO to Design Writing Tasks: - Start with uni-structural tasks (e.g., identifying parts of a sentence) and progressively introduce relational tasks (e.g., writing a coherent argument that integrates evidence). This gradual increase in complexity supports deeper learning. - Design prompts that require students to connect ideas, analyze their audience, or reflect on the purpose of their writing. This encourages students to move beyond producing fragmented pieces of writing. - Scaffold tasks so that students can build their understanding and complexity in writing progressively, allowing for step-by-step skill development. - Encourage extended abstract thinking by prompting students to create original work or adapt existing genres for new purposes, fostering creativity and critical thinking. Using the SOLO Taxonomy helps ensure that writing assignments appropriately challenge students while promoting higher-order thinking skills.

3. France argues that writing should be integrated across the curriculum rather than being isolated as its own subject. Writing functions as a tool for learning, communication, and critical thinking within every discipline. Treating writing as a separate entity can lead to a disconnect from meaningful content and limit opportunities for authentic practice. Potential Long-Term Impacts of Explicit and Systematic Writing Instruction: - Improved Writing Fluency and Confidence: Regular application of writing skills across subjects helps students develop greater fluency and confidence in their writing abilities. - Enhanced Critical Thinking and Learning: Writing promotes clarity and depth of understanding, as students articulate their thoughts and engage with complex ideas more thoroughly. - Greater College and Career Readiness: Students learn to communicate effectively in diverse contexts, better preparing them for future academic and professional environments. - Reduction in Achievement Gaps: Explicit instruction supports struggling writers with clear, consistent strategies, helping them to improve and succeed. Overall, integrating writing throughout education cultivates lifelong writers and learners rather than producing students who are merely equipped for testing. This holistic approach ensures that students are not only proficient in writing but also able to leverage their skills across various facets of their lives.

2. The article underscores the importance of pairing failure with reflection and purposeful practice to enhance skills and achieve proficiency in any area. Simply experiencing failure is insufficient; it is the thoughtful assessment of what went wrong and the intentional efforts to adjust that drive meaningful growth. In my own teaching experience, I remember attempting a new classroom management strategy that initially resulted in confusion and disengagement from students. Rather than abandoning the approach, I took the time to reflect on what wasn’t working—specifically, the timing and clarity of expectations—and sought feedback from my colleagues. Through a series of adjustments over several weeks, the strategy began to yield better student behavior and increased engagement. To convey this value of reflection and adjustment to my students, I use language that normalizes mistakes as an integral part of the learning process. Phrases like: - “Mistakes help us understand what we need to practice.” - “Each setback is a step forward if we learn from it.” I encourage students to reflect on their errors and set achievable goals for improvement instead of solely focusing on correctness. This approach fosters a growth mindset and resilience, empowering students to view challenges as opportunities for learning and development.

2. Feedback can be categorized into two types: - Attributive Feedback: This type names the person providing the feedback and shares their perspective. For example, comments like “I noticed…” or “From my view…” identify the source and provide context. - Non-Attributive Feedback: In contrast, this feedback focuses solely on the behavior or outcome without explicitly naming the source. An example would be, “The report was thorough and clear.” Attributive feedback is generally preferable because it clarifies who is providing the feedback, making it more personal and transparent. This practice allows the recipient to understand the context behind the comment, fostering trust and encouraging dialogue. While non-attributive feedback can sometimes maintain neutrality, it often comes across as impersonal or vague, which may hinder effective communication.

3. To convert a generic compliment into a meaningful observation, a leader can: - Add Specific Examples: Detail what particularly impressed them, such as, “Your detailed lesson plan with differentiated activities really met students’ varied needs.” - Explain Why It Mattered: Clarify the impact of the behavior, stating, “This helped ensure all students stayed engaged and challenged.” - Suggest Next Steps or Encouragement: Offer a call to action, like, “I encourage you to share that strategy with the team.” Direct communication is crucial—it should be clear, honest, and explicit—to prevent misunderstandings by reducing ambiguity. When colleagues know precisely what is meant, expectations and intentions are clearer, minimizing the risk of misinterpretation and unnecessary conflict. This approach nurtures a culture of openness where feedback and dialogue become constructive and actionable, ultimately enhancing collaboration and growth within the team.

2. One of the practices I would like to incorporate is "Unleash student curiosity with cognitive interest cues." I could do this by allowing more choice in class so students can access their curiosity. I could do this through using choice boards. I could also do this through giving more options during projects. Another way I could do this is through offering more open ended questions. In my class, this would look like students guiding more of their learning.

1. In the interview, Hernandez states that "rote memorization and just teaching the mechanics won’t cut it anymore. We need to go beyond that." What, according to him, must educators highlight? Explain why you agree or disagree with his argument.

Michael Hernandez emphasizes that educators should move beyond rote memorization and mechanical instruction to foster creativity, critical thinking, and problem-solving skills in students. He believes that traditional methods are insufficient for preparing students for real-world challenges. Instead, educators should encourage experimentation and adaptability, allowing students to engage deeply with content and develop essential life skills. This approach aligns with the evolving demands of the modern world, where adaptability and innovation are crucial. I agree with Hernandez's argument, as nurturing these skills can lead to more meaningful learning experiences and better prepare students for future success.

2. When asked about digital platforms or digital tools that he is excited about, Hernandez lists "basic ones, the workhorses." How do (or how can) you use those basic, free tools he mentions?

Hernandez highlights the use of simple, accessible tools like the camera app and voice memos on smartphones as effective educational resources. He uses the camera app for activities like time-lapse or slow-motion videos to analyze events, and voice memos for capturing reflections or environmental sounds. These tools can be integrated into various classroom activities to enhance learning. For instance, students can document experiments, conduct interviews, or create podcasts, fostering engagement and creativity. Utilizing these readily available tools can make learning more interactive and accessible without the need for expensive technology. (ascd.org)

3. Hernandez lists two things that truly innovative school leaders do. Which one of those most resonates with you, and why?

One key practice Hernandez mentions is that innovative school leaders create environments that encourage experimentation and risk-taking among educators. This approach resonates with me because it fosters a culture of continuous improvement and adaptability. When teachers feel supported to try new methods without fear of failure, they are more likely to develop innovative teaching strategies that can enhance student learning. Such an environment also promotes collaboration and shared learning among staff. Embracing this mindset can lead to a more dynamic and responsive educational experience for both teachers and students.

1. Applying the Four Insights about Learning

1. Cognitive Interest Cues
   In Biology, spark curiosity with attention-grabbing phenomena—e.g., start a unit on genetics with a dramatic mutation story or viral “CRISPR made this glow!” video. This primes students’ brains to focus and retain information (linkedin.com).

2. Retrieval Practice
   Instead of only lecturing cell division, ask students to regularly recall and sketch the stages of mitosis from memory, then check and correct. This solidifies neural pathways for content retention.

3. Spaced Practice
   Revisit key concepts like photosynthesis at intervals throughout the semester—first in detail, then in summary form—so learning deepens and endures over weeks.

4. Feedback Loops
   Use quick low-stakes assessments (e.g., exit tickets on ecological interactions) and provide immediate, specific feedback (“You confused producer and consumer roles—remember…”). That helps students self-correct and refine their understanding.

2. Applying a Science‑Aligned Teaching Strategy

Strategy Selected: Cognitive Interest Cues
Implementing this means each lesson begins with a thought‑provoking “hook”—for example, showing a timelapse of bacterial growth in petri dishes and asking why some colonies thrive. That initial spark causes students’ attention systems to activate, making them more receptive. Once curiosity is triggered, I guide them through the scientific process: posing hypotheses, conducting experiments, collecting data. Throughout the class, I periodically revisit that original question (“What explains the rapid growth in sample B?”) to reinforce connections. This transforms a routine unit into a narrative journey that keeps students engaged, motivated, and invested in their learning.

1. Balancing Structured Literacy with Playful Learning

I integrate structured literacy through academic writing prompts—like analyzing textbook vocabulary and writing clear explanations of biological processes—while also incorporating playful learning via creative projects, such as having students write and perform a "cell chat" skit. Students might craft poetic haiku about DNA structure or draw comic strips illustrating ecosystems, blending literacy and scientific concepts. To further integrate these approaches, I could introduce science-based storytelling challenges, encouraging students to author short narratives from the perspective of animals, microbes, or ecological processes. Embedding lighthearted collaborative tools—like vocabulary bingo with biology terms or argument debates on ethics in biotech—can make structured work feel game-like. This balance affirms that even in high school science, playful literacy supports comprehension, joy, and deep engagement.

2. Celebrating Mistakes as Meaningful Literacy Moments

I recall when a student misused “photosynthesis” in writing about metabolism, prompting a peer-led discussion that clarified the process and improved everyone's understanding. To create more opportunities like this, I plan to integrate “error spots” in assignments where students intentionally surface misconceptions and collaboratively correct them. I’ll encourage reflective journaling entries where students write about what they misunderstood and how they resolved it. Additionally, I can facilitate “celebrate the fail” peer-sharing sessions, where students present a misconception they held and how discovering the mistake advanced their learning. This reframes mistakes not as failures, but as powerful steps in literacy and scientific thinking.

3. Making Writing as Central as Reading

To elevate writing to match reading, I will implement regular science journaling—and not just summary writing—asking students to craft explanations, reflections, and even persuasive essays on scientific topics. During lab investigations, students will produce full write-ups with narrative elements: posing questions, describing methods with vivid detail, reporting data, and reflecting on implications of results. Structuring peer-review circles allows writers to read each other’s drafts and provide feedback, reinforcing writing skills alongside reading comprehension. I'll also integrate research-writing projects where students explore a current biological issue, synthesizing reading from articles into coherent, evidence-based commentary. This embraces Allyn’s idea that writing—like reading—is a tool for thinking, communicating, and building content mastery in biology.

1. According to Hernandez, educators must highlight the purpose behind learning, focusing on what students can do with information and how they can make ethical decisions with content-creation capabilities at their fingertips. He emphasizes developing critical thinking and advanced research skills to help students solve real-world problems in their communities and lives. I strongly agree with Hernandez's argument as a seasoned school counselor. Rote memorization often creates disengaged learners who struggle to apply knowledge, a challenge I frequently witness in students feeling disconnected from their academics. Shifting towards purpose-driven learning empowers students to see the relevance of their education, fostering deeper engagement and intrinsic motivation, which are crucial for their overall well-being and future success.

2. As a school counselor, I find immense value in utilizing the "basic workhorse" digital tools Hernandez mentions, particularly the camera app and Voice Memos. I regularly use the camera app to capture student-led presentations or projects, creating a visual portfolio of their achievements that can be shared with parents or used for self-reflection in counseling sessions. The Voice Memos app is incredibly useful for students to record their thoughts during journaling prompts, practice conflict resolution scripts, or even simply self-reflect on their emotional states, offering a private and accessible outlet for expression. These free tools allow for creative expression and deeper self-awareness, which are vital components of social-emotional learning that I foster. By integrating these accessible technologies, I can support students in developing communication skills and documenting their growth in a way that is meaningful to them.

3. Of the two things truly innovative school leaders do, the one that most resonates with me is their ability to "make time for themselves to come up for air and explore what’s going on beyond their own school site or district." As a school counselor, I consistently advocate for self-care and continuous learning, and this resonates deeply with that philosophy. It's crucial for leaders to step back, gain fresh perspectives, and seek external resources and inspiration, as this directly fuels their capacity to support their staff and innovate within the school. This proactive exploration prevents insularity and ensures that the school remains responsive to evolving educational landscapes and student needs. Ultimately, a leader who is well-informed and creatively inspired is far better equipped to foster a dynamic and supportive environment for both students and staff.

We process verbal information better when it’s paired with visual information: When discussing complex concepts like the "stress response cycle" or "growth mindset," I can utilize simple visual aids such as infographics, flowcharts, or even drawing diagrams on a whiteboard. For example, to explain the stress response, I could draw a simple diagram of the brain with an amygdala, while verbally explaining its role. This dual coding approach ensures that students, especially those who are visual learners, grasp and retain information more effectively, making abstract concepts more concrete and understandable.

We only learn what we think about: To ensure students are actively processing information, I can consistently incorporate reflective journaling or brief "think-pair-share" activities following any new information shared. For example, after discussing healthy communication strategies, I might ask students to privately jot down a time they could have used one of these strategies, or to discuss with a partner how they might apply it in a specific situation. This active retrieval and application of information forces them to think deeply about the concepts, rather than passively absorb them, thereby solidifying their learning.

We must repeat and return to new learning in multiple ways to make it stick: To promote long-term retention of coping skills or social-emotional strategies, I can implement spaced repetition and varied practice. This means revisiting key concepts in subsequent sessions through different modalities—perhaps a quick review game one week, followed by a role-playing scenario the next, and then a case study analysis a few weeks later. This interleaved practice, rather than mere rote repetition, helps to build stronger neural pathways and ensures that students can readily access and apply these skills when faced with real-life challenges.

2) I can effectively apply the strategy of "Unleash student curiosity with cognitive interest cues" into my instructional practice within the "classroom" of my counseling office, whether in individual or group sessions. This looks like always starting with a hook that connects the session's topic directly to students' lived experiences or interests. For instance, if discussing academic motivation, I might begin by asking, "What's something you're truly passionate about outside of school, and how does that passion drive you?" This immediately makes the abstract concept of motivation concrete and relatable. It moves beyond a simple "what are your grades" conversation to explore the intrinsic drivers that already exist within them, sparking genuine interest and opening the door for them to connect their personal motivations to their academic goals.

3. To make writing as central as reading in my counseling practice, I would implement "Expressive Journaling Stations" and "Storytelling Circles." The journaling stations would offer various prompts—emotional, reflective, or even imaginative—and a range of writing tools, encouraging daily, low-stakes writing about their experiences or aspirations, regardless of spelling perfection. In storytelling circles, students would regularly share their written narratives, poems, or even short reflections, fostering a sense of audience and purpose for their writing. These practices empower students to "breathe out" their thoughts and feelings onto paper, making writing a powerful tool for self-discovery and communication. By normalizing writing as a daily, accessible form of expression, we elevate its importance beyond mere academic exercise, truly integrating it into their holistic literacy journey.

2. To integrate elements of students' cultural backgrounds into my counseling curriculum, I would leverage strategies that allow their personal narratives to inform collective learning experiences. For example, when discussing career exploration or future planning, I could introduce a "Family Legacy Project" where students research and share their family's professional or community contributions, highlighting diverse cultural pathways to success. In group sessions focused on identity or social-emotional skills, I would encourage students to share culturally relevant proverbs, stories, or traditions that embody resilience, empathy, or conflict resolution. This not only makes the content deeply relevant and engaging but also affirms their identities, fostering a sense of pride and belonging. By providing platforms for students to "see, hear, and learn about people who look like them" and represent their heritage, we enrich the learning experience for everyone and promote cross-cultural understanding.

3. To highlight and celebrate the multifaceted identities and histories of my Black students, I would actively seek out and integrate diverse narratives beyond monolithic historical accounts. In group discussions on identity, I would use "identity maps" that encourage students to explore various facets of their Blackness, including their geographic heritage (e.g., Caribbean, African, Afro-Latinx), family traditions, and personal interests, not just broad historical movements. I would also curate and share resources, such as books, short films, or podcasts, that showcase the vast range of Black experiences across different social classes, gender identities, and professions. Collaborating with student affinity groups to host "Cultural Spotlight" events would further provide platforms for students to share their unique stories and celebrate their diverse heritages with the wider school community. This intentional focus ensures that all students feel seen, understood, and celebrated for their individual complexities.

2. Of the five leadership components, "Create Relational Trust" is the most impactful for me in professional collaboration. When there is genuine trust, colleagues feel safe to voice concerns, admit challenges, and offer constructive feedback without fear of judgment. I found this especially impactful during a recent school-wide mental health initiative. Initially, some teachers were hesitant to discuss student well-being data, fearing it might reflect negatively on their classroom management. However, our principal had consistently fostered an environment of trust by being transparent about challenges, actively listening to concerns, and celebrating vulnerability. This allowed teachers to openly share their struggles, leading to a truly collaborative effort in developing tailored support strategies, which ultimately benefited numerous students struggling with mental health.

3. I recall a staff meeting early in my career where the condition of "well-defined structure for collaboration" was notably absent. The agenda was vague, and there was no clear protocol for discussion or decision-making. We were meant to "collaborate" on improving student engagement, but without a framework, the conversation quickly devolved into a series of anecdotal complaints and individual frustrations. There was no process to analyze data, identify specific problems, or brainstorm actionable solutions. Consequently, the meeting lacked focus, became unproductive, and ended without any clear next steps or shared commitments, leaving everyone feeling frustrated and disheartened. The missing structure meant we couldn't leverage our collective intelligence, resulting in a wasted opportunity for meaningful improvement.

2. The "artifact circles" activity in Abbotsford served as a powerful tool for self-exploration and storytelling, fostering a sense of identity and personal connection among students. Its purpose was to create a safe space for students to reflect on and share a tangible item representing courage or something significant to them, thereby building community and understanding. In our school, an "artifact circle" could be implemented during advisory periods or within counseling groups, particularly at the beginning of the year or when addressing themes of resilience. Students might bring an object—a faded photograph, a worn-out sports medal, or even a symbolic drawing—and explain its significance, connecting it to personal strengths or challenges overcome. This activity would deepen peer relationships, allow students to feel genuinely seen, and help us, as counselors, better understand their individual narratives and strengths.

3. Based on Abbotsford's success, I recommend our school or district establish formal student advisory boards that genuinely inform policy and practice, not just offer feedback. These boards would engage in "radical dreaming" sessions, identifying authentic school challenges and proposing student-led solutions. For students to truly lead transformation, it takes courageous adult leaders willing to decenter their expertise and embrace students as genuine partners in school improvement, providing mentorship and resource allocation without tokenizing their contributions. We must also cultivate a school-wide culture that values student inquiry and data collection, empowering them to gather "street data" from their peers and present evidence-based recommendations to administration. Finally, dedicated, consistent adult liaisons who champion student projects and navigate bureaucratic hurdles are essential, ensuring student ideas translate into tangible changes.

3. In the NEW model, there appears to be a strong positive relationship between teacher autonomy and job satisfaction, with the study highlighting dramatically lower turnover (only 6.6% for NEW team members with higher autonomy) when both are present. When teachers have professional discretion over instruction and their teaching environment, they feel more empowered and invested, directly contributing to greater fulfillment. The NEW model addresses multiple educational goals simultaneously by fostering collaboration that allows teams to integrate academic excellence, social-emotional growth, and even vocational skills into their differentiated approach. For instance, a team can collaboratively design a project that simultaneously builds literacy skills, encourages critical thinking, and addresses social justice issues, leveraging the diverse strengths of each team member to create a rich, multi-faceted learning experience for all students.

3. A key lesson from Furness High School is the power of fostering an "asset-based thinking" approach within our diverse student population. I would apply this by actively training staff to view students' multilingualism and varied cultural backgrounds as strengths, not deficits, providing resources on translanguaging and culturally responsive pedagogy. Another crucial takeaway is prioritizing student voice and agency through concrete structures, like establishing a student-led committee focused on school climate improvements, similar to their student council's initiatives. Additionally, implementing "restorative practices" as a primary disciplinary approach, moving away from zero-tolerance policies, would align with my counseling philosophy of teaching responsibility and repairing harm. Finally, enhancing communication and fostering genuine relationships with families, viewing them as essential partners in student success, is critical for building the trusting "home away from home" environment Furness achieves.

3. Of Thompson's three principles, "When we acknowledge, we empower" would impact my professional practice the most. This principle resonates deeply with my role as a school counselor, as empowerment is central to fostering student agency and staff well-being. Recognizing individuals' efforts, especially their strengths and innovative approaches, makes them feel seen and valued, which is foundational to their engagement and intrinsic motivation. In my educational context, I would use this principle with students by consistently acknowledging their small victories in managing emotions, academic progress, or social skills, verbalizing how their efforts contribute to their growth and self-efficacy. With staff, I would empower them by publicly recognizing their unique contributions in supporting student mental health or implementing new strategies, creating opportunities for them to share their expertise with colleagues, thus amplifying their impact and fostering a more collaborative and supportive environment.

As someone who teaches both English 11 Honors and Journalism, I really see how much it matters when people feel seen and appreciated. Celebrating staff publicly—whether it’s for trying something new, leading a great lesson, or just being that go-to person—can go a long way in building a more positive, connected school culture. It’s a reminder that our work matters, and that someone noticed. When we feel valued, we’re more likely to stay motivated and take risks in the classroom. The challenge is making sure the recognition doesn’t feel one-sided or repetitive—if it’s always the same people or departments getting shout-outs, others can feel left out. I think rotating the spotlight and inviting peer nominations would help keep things balanced and inclusive. We do this for students in Journalism all the time—teachers need it too.

2. Evaluate the effectiveness of different celebration strategies proposed in the text. According to Thompson, why is celebration crucial in professional environments?

Thompson makes a strong case for why celebration really matters—because it helps people feel empowered and supported, not just noticed. Her ideas are pretty doable, too. I love the idea of mixing big and small wins—something as simple as a quick shout-out in a newsletter or recognizing someone for helping a student through a tough day can really boost morale. In Journalism, we highlight student stories to show what’s going well—and honestly, we could do more of that for staff. I’ve seen how a little public appreciation can spark motivation and even collaboration. Plus, inviting staff into decision-making or giving them more PD options is another great way to show trust and value. People want to be part of something that recognizes effort and celebrates growth, not just outcomes.

3. Which of the three principles that Thompson says she lives by would impact your professional practice the most? Why? What are specific ways you can use that principle in your educational context, whether it is with students or staff?

The one that sticks with me most is “When we acknowledge, we empower.” In both English and Journalism, I’ve seen how powerful it is when students feel like their voices and work actually matter. The same is true for teachers. If someone tries a new project, supports another teacher, or just shows up with great energy—that deserves a moment of recognition. I try to model that with my students too—shouting out great writing, thoughtful comments, or leadership moments in class. For staff, I think a simple way to apply this would be through peer shout-outs during meetings or having students help write a staff spotlight in the school newsletter or paper. Empowering someone doesn’t have to be a big production—it’s just about letting them know, “Hey, what you’re doing is awesome. Keep going.”

The "juicy sentence" strategy is all about slowing down and digging deep into the language of a single sentence. According to Student Achievement Partners, you start by selecting a complex, grade-level sentence from the text you're already working with. Then, you break it into chunks—sometimes even color-coding it—so students can better see its structure. You read it aloud, discuss what each part means, and unpack grammar features and vocabulary. You also guide students to think about context and what the sentence is doing in the larger piece. In my English 11 class, I could see this working really well with literary texts like The Great Gatsby or Macbeth—pulling out a sentence that’s metaphor-heavy or has tricky syntax and letting students work through it together. In Journalism, it could help students understand how to write tighter, clearer sentences by analyzing published articles and seeing how professional writers craft ideas with precision and tone.

2. How do the strategies discussed in the text challenge traditional reading instruction? What implications do these sentence-level analysis techniques have for diverse learners?

This approach definitely pushes back against the traditional way of teaching reading, where we often focus either on individual words or full-text comprehension, but skip over the sentence work in between. By focusing on the sentence level—especially complex sentences—we help students develop the muscles they need for real comprehension: tracking pronoun references, decoding figurative language, noticing shifts in tone or structure, and just getting used to more sophisticated syntax. For diverse learners, especially multilingual students or students with gaps in academic vocabulary, this kind of instruction is gold. It gives them tools to understand how language works, not just what a word means. Plus, working through sentences aloud and in groups helps students build confidence, communication skills, and analytical thinking, all at once. I can already imagine my ESL students gaining a lot from juicy sentence breakdowns, especially in combination with the storytelling and rhetorical analysis we do in both English and Journalism.

Traditional writing instruction usually focuses on long-form pieces—essays, research papers, and narrative writing that fit into neat genre boxes. While these forms are valuable for building structure and analysis, they don’t reflect the kind of writing most adults actually do day to day. Adult writing is fast, purposeful, and often short: think emails, memos, notes, reflections, or proposals. As someone who teaches both English 11 and Journalism, I’m constantly thinking about how to make writing more authentic. In English, I’ve started using quick response prompts that mimic real-world writing—things like reflective emails or short op-ed-style takes on thematic issues in our novels. In Journalism, it’s second nature: students write headlines, captions, social media blurbs, and article leads that mirror professional writing. Bringing in more “adult writing” helps students see writing as a tool—not just an assignment.

2. Name the five levels of the SOLO Taxonomy. How can the SOLO Taxonomy be used to design more effective writing tasks?

The five levels of the SOLO Taxonomy are: Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract. I love how this framework helps us think about depth of thinking, not just task completion. At the prestructural level, students might not grasp the topic yet, while extended abstract tasks push them to transfer knowledge and generate new ideas. As a teacher, I can use this to design writing prompts that gradually build from basic recall (like defining a literary term) to analysis and synthesis (like connecting a theme from The Great Gatsby to modern-day social issues). In Journalism, it’s useful for moving students from summarizing events to offering original commentary or solutions in their editorials. The SOLO levels help me be more intentional about scaffolding complexity without overwhelming students too early.

3. France argues that writing should not be treated as a separate subject. Explain his rationale. What are the potential long-term impacts of explicit and systematic writing instruction?

France makes a solid point—treating writing as a stand-alone subject limits how students understand and use it. Writing isn’t something you do just in English class; it’s a part of thinking, learning, and communicating across every subject. I’ve seen how powerful it is when students write in context—reflecting on a lab experiment, explaining a historical event, or creating marketing content in Journalism. When writing is embedded across the board, students get more practice, and it feels more real. Systematic writing instruction—especially sentence-level work and rewriting for fluency—builds stronger habits and long-term skills. Over time, students become more confident writers because they aren’t just writing for a grade—they’re writing to be understood. And that’s a skill they’ll use far beyond high school.