k12 Digest

JUNE 23, 2025

As a school leader, I view teachers not as implementers but as professional learners and designers. For example, we embed regular peer observations, not for evaluation but for reflection, where teachers receive structured feedback from colleagues and set their own growth targets. Who might be left out? What barriers might exist?

Interdisciplinary 247

Interdisciplinary Learning Feedback Culture 247

k12 Digest

JUNE 23, 2025

As a school leader, I view teachers not as implementers but as professional learners and designers. For example, we embed regular peer observations, not for evaluation but for reflection, where teachers receive structured feedback from colleagues and set their own growth targets. Who might be left out? What barriers might exist?

Interdisciplinary 145

Interdisciplinary Learning Feedback Culture 145

Faculty Focus

APRIL 1, 2025

Based on the focus, peer observations can be classified into two models: formative-developmental and summative-evaluative. She has published several papers in international journals on topics such as teacher beliefs, curriculum design, and technology integration in the classroom.

Evaluation 102

Evaluation Teaching Teaching Methods Faculty Development 102

Faculty Focus

APRIL 1, 2025

Based on the focus, peer observations can be classified into two models: formative-developmental and summative-evaluative. She has published several papers in international journals on topics such as teacher beliefs, curriculum design, and technology integration in the classroom.

Evaluation 96

Evaluation Teaching Teaching Methods Faculty Development 96

Faculty Focus

DECEMBER 12, 2023

In doing so, we should design assessments as an engaging, ongoing process for students, helping them learn and achieve their learning outcomes rather than considering it as a one-shot test or quiz and focusing merely on the score. Integrate different assessment methods to form a holistic, precise, and reasonable evaluation system.

Authentic Assessment 133

Authentic Assessment Counselling Learning Outcomes Faculty Development 133

Faculty Focus

JUNE 16, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). In the design stage, the educator will need to organize the information gathered from the research and decide on the focus of the education. References Billings, Dianne M., and Judith A.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). In the design stage, the educator will need to organize the information gathered from the research and decide on the focus of the education. References Billings, Dianne M., and Judith A.

Learning 111

Learning Universal Design Course Design Fairness 111