Resources

How do you choose tasks for your students that ensure students are thinking deeply about the content? This post explores the difference between “hard” and cognitively demanding tasks, making the case that true rigor requires student sense-making, decision-making, and conceptual integration rather than just difficulty, length, or procedural complexity.

This blog explores using a transformational coaching lens to guide instructional coaches in supporting teachers. It emphasizes asking questions over giving immediate advice, attending to underlying beliefs, building trust, and fostering teachers’ agency.

In this conversation, Josh Thurbee and Adam Ramirez delve into the challenges faced by beginning teachers and the unsustainability of teaching, highlighting the need for support and community. It also explores reflections on time, energy, and the journey of learning and growth, concluding with insights on teaching concepts and mastery.

This graphic organizer helps science teachers write learning goals using two lenses — How and What — building from a broad, general statement to an increasingly specific, classroom-ready goal. We include a worked example on wave properties, showing how a goal sharpens from general understanding to precise, actionable classroom instruction for students.

This graphic organizer helps math teachers write learning goals using two lenses — How and What — building from a broad, general statement to an increasingly specific, classroom-ready goal. We include a worked example on the Pythagorean Theorem, showing how a goal sharpens from general understanding to precise, actionable classroom instruction for students.