In my experience with teaching the Charter, a great way to connect the priorities of fifteen-year-olds with the values of this significant document is by thinking like a teen.

At first glance, the Montessori method and the Science of Reading appear to be opposing philosophies. But if you look closer, they are in fact surprisingly similar.

When our school received the news that our principal had passed from a private battle with brain cancer, it shook the staff, students, and entire community to the core.

In an effort to amplify our students' voices, we decided to create authentic resources that would highlight the wide range of celebrations and traditions that are important to them.

As soon as I utter the words “writing assignment,” looks of panic appear on my students’ faces. Their hands shoot up like rockets and the questions immediately start.

Most people tend to assume that my students are capable of less-than-stellar academic performances because they have complicated lives outside school.

After teaching high school reading intervention courses for many years, I know that starting with a novel is a mistake—it’s too long. Instead, I use urban legends.

I avidly recall a second grade class that would excitedly huddle around my rocking chair for story time. Students scrambled around sliding chairs to the carpet where I read heartwarming and sometimes zany tales, they reminded me that story time was counted among the most meaningful and cherished moments of a child’s day. Story time is a child’s portal into endless worlds, kingdoms, and dimensions.

When I reflect on my years working in classrooms with students, I think about how much time it took to access and use essential technology B.G. (before Google). I compare it with what it must have been like for people before electricity and after electricity. B.G.