Education Elements Newsroom
EE in the news | Ed Elements in the News | Mentions
Interest in personalized learning continues to surge all across the country. However, not everyone understands what personalized learning looks like or the changes it will necessitate, and people are often wary of what they don’t understand. So how we talk about personalized learning can either engage families or push them away.
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Ed Elements in the News | Organizational Leadership & Change Management
On this Podcast, Anthony is interviewed by Justin Baeder Director of The Principal Center about how schools and district organizations can be more effective and impactful.
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This white paper includes a framework, actionable ideas and insights from districts who have successfully implemented personalized learning, to help you get started.
District Partners in the News | Mentions
Educating students in a safe nurturing and engaging learning environment, E. B. Ellington is a Gifted and Talented Academy with high expectations for all students. We're in Ravenel for our Cool School of the week.
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Ed Elements in the News | Organizational Leadership & Change Management
In this episode, we are talking with Anthony Kim, a nationally recognized leader in education technology, school design, and personalized learning. He is the founder of Education Elements and has been involved in helping hundreds of schools change the way they think about teaching and learning.
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Ed Elements in the News | Mentions
In high functioning schools and systems, leaders play four important roles: governance, operations, community building and change leadership. As El Paso superintendent Juan Cabrera and I discussed in a recent post, each of these roles can feel like a full-time job. Just maintaining the status quo (governance and operations) are complex and politically charged roles. Mobilizing collective community action to better supports youth and families can be an enormous lift–and school leaders almost always have a role in making it happen.
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Ed Elements in the News | Mentions
In a recent meeting with a small group of teachers we asked them about the professional development at their school. Each teacher glanced around at the others, unsure what to say. With a nervous laugh, one said “Ummm. It’s not that effective?” And the floodgates opened. A series of adjectives and descriptions followed, with teachers calling it boring, saying it was unactionable, and lamenting that they spent most of their time in professional development sessions wanting it to be over. It sounded familiar.
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