Peter Gow, Trying to Further Education and Educators

Archive for the school change Category

The Narrative We Need for Strategic Change

On April 8, 2014   /   Beaver Country Day School, coding, design thinking, NotYourFathersSchool, project-based learning, school change, strategic change, strategic directions, teacher autonomy  

Yesterday I found myself in a discussion with a head of school who was decrying the ways in which—in his opinion—the tradition of teacher autonomy has limited the development of new and improved practice in independent schools. Taking the long view, I have to say that I […]

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Whatever Our Passions, There Is a Time to Be Still and Listen

On March 12, 2014   /   Advanced Placement, blogosphere, Deborah Meier, dyslexia, independent schools, NotYourFathersSchool, PLNs, school change, school missions, technology  

Every now and then I am overcome by guilt over my own role in this echo chamber of the blogosphere. I’m as guilty as the next guy of (un?-)helpfully providing lists of “11 Things Your School Has to Be Thinking About”; it’s a bit about arrogance (I’ll […]

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373 CRITICAL INNOVATIONS THAT NO COMPETENT TEACHER CAN AFFORD TO IGNORE—INNOVATION AND ITS AUDIENCES (Part 2 of 3)

On October 1, 2012   /   best practice, NotYourFathersSchool, PLNs, professional learning, school change, schools, teachers, Twitter  

Does the first part of this headline sound familiar? How many similar headlines have you read, or had tweeted to you? I see about a dozen a day, sometimes bouncing around my PLNosphere like an asteroid field. I admit that sometimes I bite—usually when the number is […]

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ACKNOWLEDGMENT OF TRADITIONAL LANDS

I here affirm that the offices from which I work are situated on lands that have a very long and continuing history as a locus of residence, livelihood, traditional expression, and exchange by the Massachusett, Wampanoag, Abenaki, Mohawk, Wabanaki, Hohokam, O’odam, Salt River Pima, and Maricopa people. The servers for this website are situated on Ute and Goshute land. We make this acknowledgment to remind ourselves, our educational partners, and our friends of our shared obligation to acknowledge and work toward righting the inequities and injustices that have alienated indigenous peoples from the full occupation and utilization of these spaces.