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The article focuses on addressing the challenges faced by new teachers and the need for effective support systems. Topics include the increase in new teachers and their higher turnover rates, the benefits of team-based staffing models over traditional isolation, and evidence-based strategies for supporting new teachers, such as induction programs and professional learning communities.

The article focuses on the need to prioritize the quality of the learning experience in schools as we recover from the pandemic's challenges. Topics include the importance of reimagining education through a student-experience lens, the development of Transformational Learning Principles to guide effective learning, and the role of educators in creating impactful and joyful learning environments.

The article discusses the aspects of support in which schools must base their efforts to support the mental health of their students. Topics include statistics of students facing mental health struggles according to the U.S. Centers for Disease Control and Prevention's Youth Risk Behavior Survey, the importance of cultivating awareness in promoting students' mental health and eliminating the stigma attached to mental illness, and the need to be active when engaging in mental health promotion.

The article presents the discussion on understanding the challenging behavior as a "collective public health reality." Topics include raising the children in schools without the material supports, investments, services, infrastructures, and systems; and engendering a degree of chronic rage, stress, and anxiety that makes teaching increasingly unsustainable.

The article presents the discussion on schools being conservative institutions, and the practices and policies often seem fixed and immovable. Topics include teachers and the partners in school and district leadership bringing a remarkable "can-do" attitude to making learning work in an ever-changing array of conditions; and profoundly changed funding for both small artistic projects and massive works in film and computer games.

The article discusses the rising importance of relationships in education and how technology can be utilized to support developmental relationships with students. Topics include the shift towards recognizing the significance of relationships in schools; the research on the impact of developmental relationships on students' social-emotional competencies and academic outcomes; and the use of technology like the Along platform to enhance teacher-student connections.

The article discusses factors that education leaders need to acknowledge to achieve organizational change in schools. Topics explored include the tendency of institutions to resist change, the forces that influence legitimacy of change initiatives such as mental models, social pressure, and policy, and the team learning environments that change leaders need to create to address disruption of perceived social obligations that precede change.

The article focuses on the challenges and opportunities related to the increasing reliance on alternatively certified teachers in Texas schools. Topics include the rising trend of hiring teachers without traditional certification, the specific needs and struggles of these new teachers, and the potential benefits of providing targeted support and mentoring to help them succeed in the classroom.

The article presents the guiding framework that can help schools and districts ensure that family engagement opportunities are authentic, inclusive, and sustainable. Topics include teaching and sharing literacy practices for embracing the diverse multitude of families and children; understanding the needs of a specific community to ensure that programming is designed with the families' nuanced journeys, successes, and challenges in mind; and promoting ownership and sustainability.

The article discussed altered education of students and jobs of school and school district leaders during COVID-19 pandemic and mentions issues of burnout among educators. Topics discussed include efforts considering impactful relationship building and mental health counseling, students struggled to pull out of core instruction to get language and speech help and delay in start of foreign languages at middle school level.

The author discusses need of an adaptive leader to know shifting ways of thinking and embracing practices suitable for students in schools. Topics discussed include learning environment facilitated by teachers with students building understanding through self-discovery, encouraging interactive lecture as core teaching strategy and endorsement of book "Teach Like a Champion" by Dough Lemov.

The article discusses need of schools to focus on transactional arrangement and psychological ownership and mentions ways to generate engagement and promote school improvement. Topics discussed include substantive change highlighted by the COVID-19 pandemic, teacher participation in the selection of school reform program, and out research projects developed by teachers to issues of practicing aligned with school curriculum.

The author discusses gathering of teachers in cafeteria of Arundel High School of Maryland to participate in gallery walk reviewing data of student demonstrating gaps in suspension, discipline referrals and academic achievement. Topics discussed include approaching the pursuit of educational equity, sharing comments of veteran about equity in school and discussion on issue of social justice and discrimination.

The article focuses on schools in U.S. that engage in process of improving academic behavior of students ending up identifying narrative along racial lines. Topics discussed include level of systemic marginalization existing in one's schools, need of school culture to be knowledgeable being marginalized by school system, and need of leaders to leverage response of teachers to find commonalities in reactions.

The article offers information related to the need of system of coaching for schools rather than relying on individual coaches to carry the load of teaching. It talks about a research which finds that one-on-one coaching programs hold real promise for improving teachers’ instructional practice and, in turn, students’ academic achievement. It mentions that implementing models of instructional coaching requires to acknowledge, and address a number of complex and interrelated issues.

The article focuses on improving the safety of gender-diverse students in schools. It mentions that gender-diverse children are at higher risk of victimization, including physical, emotional, and sexual abuse which in turn is linked to further adverse outcomes such as anxiety and depression, and declining academic performance. It also mentions about building gender literacy, respecting gender identity and expression, and balancing personal views with professional roles.

The article focuses on the role of educators in preventing cyberbullying. Topics discussed include educator's response can often focus on in-school problems in addition to addressing problems happening through digital technology. It also mentions that parents can be offered information and help on how to have a conversation with their child about these issues.

The article discusses the collaborative efforts of education groups and institutions to address the implications of generative artificial intelligence (AI) tools, particularly chatbots with human-like capabilities. Topics include the formation of TeachAI; a partnership aiming to develop reports, guidelines, and policy recommendations for incorporating AI into education; and as well as other initiatives from educational institutions such as New York University, U.S.

An interview with American Institute for Learning and Human Development executive director Thomas Armstrong is presented in which he discusses the correlation between positive school environments and the neurological development of teenagers. It also discusses his books "Mindfulness in the Classroom: Strategies for Promoting Concentration, Compassion, and Calm," and "The Power of Adolescent Brain."

The article discusses the importance of self-directed learning in guiding students in their lives. It mentions that the alliance for self-directed education develops playfulness, curiosity, and sociability into kids' in-school literacy experiences, where we can support students with two approaches where it mentions honoring student's text choices and listening deeply to what students tell us about their literacy needs.

The article discusses on ways in which teacher can be guided on their teaching skills. It discusses four important ingredients of identity connected to a person's inner dialogue about themselves, where it should be remembered that every teacher is morally a good person and acting in morally correct manner, and when discussing concerns about a teacher's behavior with them, let go of trying to control their actions or choices if you want to have a meaningful conversation.

The article discusses the current practices and beliefs in helping schools move toward more transformative support for families living in poverty. Topics include collaborative relationships between educators, families, and community-based leaders; transforming schools into more equitable and developmentally supportive enterprises; and the ways schools can question their practices to evolve toward true engagement.

The article focuses on study by organization Kaiser Family Foundation according to which adults in U.S. suffered issues of loneliness and mention importance of conversation in schools during the COVID-19 pandemic. Topics discussed include study of impact of technology on personal interaction and relations, need of putting phone out of reach when having conversation and need to persist positive comments from loved ones.

The article discusses how school principals and educational leaders in America need to establish their leadership identity, mission, purpose, and vision in order to determine if the school administrators are making positive impacts on their schools. The impact of a school administrator's leadership identity on educational achievement is examined, along with leadership skills, teacher-principal relations, and a principal's ability to lead with confidence.

The article discusses the processes involved in students' individualized homework by providing an example of Vinal Elementary School in Norwell, Massachusetts. It states the process includes Students, parents, and teachers working together to design homework to meet attainable goals, teachers guide students to choose their work and students develop their homework and time frame. It mentions students' evinced interest in homework and teachers exhibited enthusiasm.

The article discusses how autonomy, Competence, relatedness, and relevance aids and motivates Personalized Learning, particularly for English Language Learners through technological and personal guidance. It states autonomy allows students to choose the choice suitable to them; competence enables one to recognize his skills and develop it; relatedness method encourages students to connect with others and also feel cared; relevance applies when work gets interesting.

The article discusses racism in U.S. schools, including in regard to having conversations about racism and racism towards Muslims and African American students. The author suggests that U.S. teachers have conversations with their students about equity in the country, including increasing awareness about other racial groups.

A case study is presented on the use of data-driven instruction for low-income students in New York City, New York schools as a metric to measure student achievement. An overview of the impact that data-driven instruction has on students' opportunity to learn is provided.

The article discusses the value of using high interest activities to help students develop content ideas that are coherent and challenging. Topics discussed include study by Trends in International Mathematics and Science Studies indicating that activity and engagement are primary drivers of lesson content in U.S. schools. Also mentioned are examples on how to develop a design rationale for learning activities that support goals and advance students toward deeper understanding.

The author discusses schools forced to navigate shift to remote learning due to remote learning and mentions approaches to leadership employed by leaders focusing on assigning roles, problem solving and demands. Topics discussed include promotion focus adopted by leaders encouraging innovation, leaders responding to transformational leadership styles and principals who experienced ambiguity in their roles.

The author discusses cohesive model for schools to focus on goals and accomplish the same and mentions parts of builder ship model to bring changes in school. Topics discussed include clarifying one's purpose so that teachers can achieve one's goal, applying disciplines of support, feedback and accountability to help teacher committed to one's vision and increased confidence of achieving one's goals.

The article discusses use of initials DEI by schools and education organizations to refer to diversity, equity and inclusion and mentions charts showing types of curriculum audits. Topics discussed include building system to ensure participation of members and benefit assesment without undue burden, curriculum built to foster liberation and plans of care for those experienced harm.

The article discusses support efforts of three U.S. schools to lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) students. Topics include reference to high school gay-straight alliances (GSAs), anti-bullying programs as well as the LGBTQ identities discussions at Amherst Regional High School in Massachusetts. Also mentioned are colorful gay friendly stickers at Jericho Middle School in New York and professional faculty counseling at Decatur High School in Georgia.

The article asserts that instructional coaches are unique stakeholders in today's schools as they can play a vital role in ensure that the U.S. public knows the great things happening on campus and in the classrooms. Topics discussed include the functions of an instructional coach, such as mentoring, running professional development and researching and curating as well as publicizing and becoming a change agent. Also mentioned are some advice for administrators and instructional coaches.

The article narrates promising efforts at U.S. schools that show how the academe can cultivate future educators as early as high school. Topics discussed include Educators Rising, a Career and Technical Student Organization (CTSO) that was launched in August 2015 that aims to increase diversity in the teaching profession. Also mentioned is a 2015 American College Testing (ACT) report showing that only five percent of college-bound 12th graders indicated interest in education career.

The article offers the author's insights regarding his experience in teaching the English language in Mozambique and relate it to the experiences of his students at Cambridge Rindge and Latin School in Massachusetts. Topics discussed include the empathy on the struggles of the students, the observation instinct of a person who arrived in a country who does not speak the language, and the approach in teaching English language learners (ELL).

The article focuses on the framework used by school in Hawaii to develop an improvement plan for guiding improvement of teaching and learning for each teacher and student using data analysis. Topics discussed include reviewing schoolwide data to better understand their current results, results of data which revealed need professional development and need to meet expectations of students, and development of leadership structure to implement the vision and eliminate the revealed challenges.

The article examines the role of data dashboards for enabling educators to focus on particular problems and, to monitor and address all the issues that affect school performance. Topics include introduction of a new level of accountability by the No Child Left Behind (NCLB) system, use of data dashboards for moving schools toward higher efficiencies and improve teaching and learning systemwide, issuance of states waivers by the U.S. Department of Education from certain NCLB requirements.

The article talks about the organization the Coalition of Essential Schools (CES), their 10 "Common Principles for Essential Schools," and its application to education reform. Topics include the CES principle "student as worker, teacher as coach," the CES reform narrative of "no excuses," either based on poor skills, poverty, or family background, to close achievement gaps, and the application of these CES common principles in schools like the Boston Arts Academy in Boston, Massachusetts.

The article reports on the William Monroe Trotter Innovation School in the Dorchester neighborhood in Boston, Massachusetts and their four practices that led to the schools impressive turnaround. Topics include Trotter's four key practices of getting to credible coleadership, creating a peaceful school, striving for collaboration, and fostering thinking. Other topics include the importance of a sense of responsibility among students for their own success.