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Craig Simmons, an assistant principal in Atlanta, discusses the setup and role of curriculum vetting teams in schools. When well-structured, he says, such committees can be effective in maintaining curricular alignment and quality at a time when many teachers download supplementary materials from the internet. They can also save teachers' time and support their growth in curriculum development.

Although there has been much debate about how "learning loss" is conceptualized and the degree to which the pandemic has affected it (Dickler, 2021; Jacobson, 2021; Strauss, 2021), one thing is certain: the pandemic has likely exacerbated the instructional gaps that students already had, especially in the case of those who attend under-resourced schools and whose families or communities have been disproportionately affected by the pandemic. Now more than ever, it is imperative to be strategic and intentional in instructional planning decisions. While there have been variables that can't be controlled, such as economic issues and technical difficulties facing families, a variable that can be controlled is the quality of instruction provided to students. One way that schools can get instructional planning right is by implementing vertical and horizontal professional learning communities (PLCs). PLCs are collaborative educator teams that ensure all students learn by establishing a common mission and vision and shared values and goals; building collective knowledge; centering work and discussions on continuous improvement, student learning, and results; and being action oriented. The synergy that happens among teachers in well-run PLCs, in particular, can facilitate the kind of knowledge sharing and collective problem solving that will be necessary to positively impact teaching and learning.

Biological barriers such as the blood–brain barrier, skin, and intestinal mucosal barrier play key roles in homeostasis, disease physiology, and drug delivery – as such, it is important to create representative in vitro models to improve understanding of barrier biology and serve as tools for therapeutic development. Microfluidic cell culture and organ-on-a-chip (OOC) systems enable barrier modelling with greater physiological fidelity than conventional platforms by mimicking key environmental aspects such as fluid shear, accurate microscale dimensions, mechanical cues, extracellular matrix, and geometrically defined co-culture. As the prevalence of barrier-on-chip models increases, so does the importance of tools that can accurately assess barrier integrity and function without disturbing the carefully engineered microenvironment. In this review, we first provide a background on biological barriers and the physiological features that are emulated through in vitro barrier models. Then, we outline molecular permeability and electrical sensing barrier integrity assessment methods, and the related challenges specific to barrier-on-chip implementation. Finally, we discuss future directions in the field, as well important priorities to consider such as fabrication costs, standardization, and bridging gaps between disciplines and stakeholders. [ABSTRACT FROM AUTHOR]

Mouse models of congenital aortic valve malformations are useful for studying disease pathobiology, but most models have incomplete penetrance [e.g., ∼2 to 77% prevalence of bicuspid aortic valves (BAVs) across multiple models]. For longitudinal studies of pathologies associated with BAVs and other congenital valve malformations, which manifest over months in mice, it is operationally inefficient, economically burdensome, and ethically challenging to enroll large numbers of mice in studies without first identifying those with valvular abnormalities. To address this need, we established and validated a novel in vivo high-frequency (30 MHz) ultrasound imaging protocol capable of detecting aortic valvular malformations in juvenile mice. Fifty natriuretic peptide receptor 2 heterozygous mice on a low-density lipoprotein receptor-deficient background (Npr2+/−;Ldlr−/−; 32 males and 18 females) were imaged at 4 and 8 wk of age. Fourteen percent of the Npr2+/−;Ldlr−/− mice exhibited features associated with aortic valve malformations, including 1) abnormal transaortic flow patterns on color Doppler (recirculation and regurgitation), 2) peak systolic flow velocities distal to the aortic valves reaching or surpassing ∼1,250 mm/s by pulsed-wave Doppler, and 3) putative fusion of cusps along commissures and abnormal movement elucidated by two-dimensional (2-D) imaging with ultrahigh temporal resolution. Valves with these features were confirmed by ex vivo gross anatomy and histological visualization to have thickened cusps, partial fusions, or Sievers type-0 bicuspid valves. This ultrasound imaging protocol will enable efficient, cost effective, and humane implementation of studies of congenital aortic valvular abnormalities and associated pathologies in a wide range of mouse models. NEW & NOTEWORTHY: We developed a high-frequency ultrasound imaging protocol for diagnosing congenital aortic valve structural abnormalities in 4-wk-old mice. Our protocol defines specific criteria to distinguish mice with abnormal aortic valves from those with normal tricuspid valves using color Doppler, pulsed-wave Doppler, and two-dimensional (2-D) imaging with ultrahigh temporal resolution. This approach enables early identification of valvular abnormalities for efficient and ethical experimental design of longitudinal studies of congenital valve diseases and associated pathologies in mice. [ABSTRACT FROM AUTHOR]

Simmons shares tips and lessons learned, from his first year of teaching, for creating a classroom environment that minimizes off-task or "problem" behaviors and for addressing disruptive behavior in ways that keep it from escalating. Among his suggestions: alternate between being a "lion" and a "lamb," carefully teach students routines and procedures for all classroom activities, allow kids to "save face," and plan brisk, engaging instruction.