Teaching is hard, hard work. The colleague I mentioned earlier once told me, “The more I know, the more challenging it is to do this job well.” But I will tell you this: Hard work is much more rewarding when the time we invest in planning creates a buzz in the room, stories of learning to tell, and student work to show that our efforts are making a real impact on students’ lives.
ning requires te…ng environment where “students see themselves as their own teachers” (Hattie, Masters, Birch 2016). This type of approach suggests that making a true impact on student learning requires teachers and leaders to spend time talking about what they actually see happening in their classrooms, to ask why, and to deeply consider the impact on student learning — not coverage. To plan based on real student needs, not a theoretical scope and sequence.