Thought Leadership | Discovery Education

Instructional Strategies: Simple and Effective Techniques for the Classroom

Michael Healey — Wed, 26 Nov 2025 14:59:40 +0000

Key takeaways

Effective instructional strategies help teachers reach all students and improve learning.
High-performing classrooms use a wide variety of techniques because students learn in different ways.
Teachers have the greatest impact when they intentionally match instructional strategies to student needs.

In today’s classrooms, effective teaching is not defined by a teacher’s personality, charisma, or even experience alone—it’s shaped by the intentional use of instructional strategies that help all students learn.

As a superintendent, I’ve visited countless classrooms across grade levels and districts. The most effective teachers aren’t just delivering content; they are using specific instructional strategies that promote thinking, discussion, practice, reflection, and learning.

Understanding what instructional strategies are—and how to use them proficiently—can transform classroom learning and create an environment where every student has the opportunity to succeed.

What Are Instructional Strategies?

Instructional strategies are methods, techniques, or approaches teachers use to help students learn more effectively. These strategies guide how teachers introduce content, build understanding, check for mastery, and support students as they apply what they have learned.

When people ask, What are instructional strategies?, the simplest answer is this: they are the tools teachers use to make learning more engaging and accessible. These strategies can be whole-class, small-group, or individual. They can also be discussion-based, hands-on, technology-driven, collaborative, or reflective. What makes them “instructional” is the intention behind them—each strategy is chosen with a purpose and aligned to a learning goal.

Instructional strategies also create consistency in the classroom. When students know what to expect—whether it’s modeling, guided practice, or small-group work—they can focus less on the routine and more on the learning. Over time, these predictable structures help students become more confident and independent learners.

Why Instructional Strategies Matter

Schools that focus on effective teaching practices achieve higher levels of student achievement, stronger student engagement, and more predictable classroom environments. In my experience, intentional instructional decision-making strengthens everything from daily interactions to long-term academic outcomes.

Effective instructional strategies matter because they:

Support all students. Every classroom includes students with varied backgrounds, strengths, and needs. Strategies such as differentiation, modeling, and scaffolding ensure that all students have access to appropriate grade-level content.
Increase student engagement. When students participate in structured conversations, hands-on tasks, or collaborative problem-solving, they are far more likely to stay engaged. This engagement is not accidental—it is the result of the teacher’s instructional choices.
Improve understanding and retention. Guided practice, visuals, and quick checks help students learn new ideas and remember them. These strategies make complex tasks easier and better reinforce key concepts.
Strengthen routines and classroom culture. Consistent use of instructional strategies creates a sense of safety and structure in classrooms. When students know what success looks like—and how to achieve it—behavior improves and classrooms run more smoothly.
Support Teacher Effectiveness. Strong instructional strategies reduce guesswork. Instead of relying on trial and error, teachers can use proven techniques that reliably increase understanding, engagement, and learning outcomes.

Research consistently shows that thoughtful instructional choices directly influence student achievement. When teachers select strategies that align with learning goals and student needs, academic growth improves, and classroom learning becomes more effective and meaningful.

What Are the Different Types of Instructional Strategies?

While there are countless ways to categorize instructional strategies, most fall within a few broad groups that help teachers decide when and why to use each approach. These include:

Direct Instruction

Direct instruction uses clear, explicit teaching to introduce new skills and ideas. The teacher models the skill, explains their thinking, and guides students through practice.

Examples of direct instruction include: modeling and think-alouds, guided practice, explicit vocabulary instruction, and mini-lessons.

Collaborative Learning

Collaborative learning tasks students with working together to solve problems, develop ideas, and deepen their understanding of a topic.

Examples include: Think-Pair-Share activities, literature circles, and group projects.

Inquiry-Based Learning

These strategies encourage students to explore ideas, ask questions, and discover answers on their own.

Examples of inquiry-based learning include: project-based learning, Socratic seminars, experiments, and research tasks.

Differentiated Instruction

Differentiation helps teachers meet diverse learning needs by adjusting content, tasks, or the way lessons are taught.

Examples include: tiered assignments, flexible grouping, choice boards, and scaffolded texts.

Assessment

While often overlooked, assessment is a critical part of instruction. Teachers use ongoing checks to guide their next steps.

Examples include: exit tickets, conferences, quick writes, and whiteboard responses.

What Are Examples of Instructional Strategies?

Teachers often ask, What are examples of instructional strategies? Here are several high-impact strategies that can be implemented in classrooms today:

Think-Pair-Share encourages every student to participate by thinking on their own, sharing with a partner, and then discussing with the class.
Cooperative learning approaches like Jigsaw ensure every student has a role and contributes to group learning.
Modeling and think-alouds show students the steps needed to approach a task or solve a problem.
Graphic organizers, such as Venn diagrams and mind maps, help students visualize relationships and organize information.
Sentence frames support academic discourse and structured writing.
Centers provide active learning opportunities and allow students to practice skills in multiple ways.
Retrieval practice strengthens memory and long-term retention.
Exit tickets provide quick checks for understanding at the end of a lesson.
Anchor charts offer ongoing visual reference points.
Digital resources within a high-quality K–12 online learning platform can enhance engagement and support mastery across content areas.

These examples show that strong instructional practice is not about one tool—it’s about selecting the right strategy for the right moment.

What Are the 5 Instructional Strategies?

Schools often define the five instructional strategies by using a common set of five standard approaches:

Direct Instruction: Explaining, modeling, and guiding practice.
Indirect Instruction: Learning through observation, inquiry, and connection-making.
Interactive Instruction: Learning by discussing and working with others.
Experiential Learning: Learning through hands-on activities and real-world experiences.
Independent Study: Students working on their own to build skills or explore topics.

How to Choose the Right Strategy for Your Students

Choosing the right instructional strategies is about the teacher’s purpose, not their preferences. The most effective teachers intentionally consider what they want students to learn and select the approach that best supports that goal. When strategy selection becomes purposeful rather than habitual, instruction becomes clearer, more engaging, and more effective.

Start with the Learning Objective

Every strategy begins with a clear destination. Teachers should first identify what students must know or be able to do by the end of the lesson.

If the goal is to introduce new content, direct instruction or modeling may be appropriate. If the goal is application, problem-solving, or discussion, strategies like cooperative learning or inquiry tasks may be a better fit. The approach is successful when it directly supports the outcome you want students to reach.

Consider Student Needs

The students in front of you should shape your instructional choices. Their background knowledge, confidence, and learning preferences all influence which approach will work best.

Use modeling or guided practice when students need more clarity.
These strategies work well in subjects like math or writing, where students benefit from seeing an expert think through a problem.
Use cooperative learning when students need engagement or peer support.
This is effective in ELA discussions, science labs, and social studies tasks where multiple viewpoints enhance understanding.
Use inquiry tasks when students need deeper thinking and exploration.
Inquiry is ideal for STEM projects, research activities, and hands-on investigations that require questioning and discovery.

Matching the strategy to your students’ needs ensures they can access the lesson.

Use Data

Teachers make better instructional decisions when they use real-time information. Exit tickets, observations, student conversations, and quick formative checks all show you whether students are ready to move on or need more support.

In classrooms where teachers use data effectively, instruction becomes more responsive. Teachers can reteach when necessary, extend learning for students who are ready, and adjust the strategy before students become

Prioritize Consistency

A small set of well-executed strategies is more powerful than a long list used inconsistently. Students thrive when routines feel predictable—when they know how group work operates, what to expect during guided practice, or how reflection time will look.

Consistency doesn’t mean using the same strategy every day; it means using strategies often enough that students understand the structure and can focus on learning rather than directions.

Reflect and Adjust

Reflection strengthens every instructional decision. Effective teachers regularly ask themselves:

Which students understood the lesson?
Who needs more support?
Did the strategy help students reach the goal?

Reflection improves lessons over time and supports continuous growth.

Districts that prioritize these skills often experience higher teacher retention and more effective instructional practice, because teachers feel supported, confident, and prepared with instructional strategies that work.

Effective Instructional Strategies, More Effective Classrooms

Instructional excellence comes from using instructional strategies that meet students where they are and help them build deeper understanding. When teachers focus on what works, check student progress, and adjust as needed, the impact is immediate. Whether improving direct instruction, using collaborative approaches, or relying on formative assessment to guide your next steps, choosing the right instructional strategy can transform a classroom.

The post Instructional Strategies: Simple and Effective Techniques for the Classroom appeared first on Discovery Education.

10 Teacher Goals for 2026

Michael Healey — Wed, 26 Nov 2025 14:17:33 +0000

Key takeaways

Effective teacher goals should be clear, purposeful, and directly linked to student learning.
The strongest teacher goals for the school year focus on growth—not perfection—and help teachers build habits that improve over time.
Administrators must provide clarity, coaching, and consistent feedback to help teachers turn meaningful teacher goals examples into lasting, schoolwide improvement.

Early in my career as an assistant principal, I learned a valuable lesson: meaningful teacher goals come from honest conversations, reflection, and a commitment to growing in areas that directly impact students—not from checklists, directives, or evaluation rubrics. Setting strong teacher goals for the school year helps teachers to improve instructional practice, strengthen relationships, and build classrooms where all students can succeed.

As you consider possible areas for growth this year, review the essential goals below. Each is designed to create stronger classrooms and better student outcomes.

Goal 1: Strengthen the Classroom Environment with Clear Routines

A well-structured classroom environment is the foundation of effective teaching. It supports learning, reduces behavior issues, and helps students feel safe and connected. That’s why many high-quality teacher goals for the school year focus on routines and expectations.

A clear classroom environment goal could be:

“I will implement and reinforce three consistent routines (entry, transitions, and closure) to improve student engagement and reduce lost instructional time.”

When teachers establish effective routines, the payoff is almost immediate. Students know what to expect, transitions become smoother, and the classroom operates more efficiently. From my observations, teachers who invest in goals related to the classroom environment almost always regain instructional minutes each day—time that directly benefits student learning.

Goal 2: Strengthen Relationships with Students and Families

Building positive relationships is essential to effective teaching. When students feel seen, valued, and supported, they are more willing to engage, take risks, and meet classroom expectations.

A meaningful relationship-based goal might be:

“I will build stronger connections with students by greeting them daily, checking in with at least three students each week, and incorporating one relationship-building activity into my classroom each month.”

Relationships with your students and their families matter. In my experience, beginning teachers often see some of their biggest improvements by strengthening relationships and communication.

Investing in relationship-based goals improves classroom culture, supports better communication, and increases student connection to school.

Goal 3: Use Data to Inform Daily Instruction

Using data is one of the most effective teacher goals because it helps teachers understand what students know and what they still need to learn. Data-driven instruction isn’t about spreadsheets—it’s about using quick, everyday checks to guide teaching. Exit tickets, short quizzes, student reflections, and other formative assessments all provide valuable information about what your students are learning.

A meaningful data-focused goal might be:

“I will review weekly exit tickets to plan targeted reteaching for students who have not yet mastered key concepts.”

When teachers consistently look at data, they can spot misunderstandings sooner, adjust lessons as needed, and provide better support. This leads to more responsive teaching, stronger student growth, and greater teacher confidence because decisions are based on evidence and research—not guesswork.

Goal 4: Increase the Use of High-Impact Instructional Strategies

High-impact strategies are those proven techniques that elevate student engagement and deepen understanding. These include checks for understanding, modeling, centers, cold-calling, and scaffolding.

An effective instructional strategy goal might look like this:

“I will implement at least two high-impact instructional strategies (such as think-pair-share and small group instruction ) in every lesson to increase my students’ participation.”

When teachers use these strategies intentionally and consistently, classrooms shift from teacher-centered to student-centered. When students’ engagement increases, more students participate, and learning improves.

These types of teacher goals are especially effective for teachers who want to boost classroom interaction without overwhelming themselves with new initiatives.

Goal 5: Improve Differentiation for Each Learner

From my perspective, differentiation is one of the most essential—and most challenging—components of effective teaching. Students come with a variety of strengths, needs, experiences, and learning styles. A differentiation goal ensures your students receive the right level of support while still being challenged throughout the school year.

A clearly worded goal about differentiation could be:

“I will plan at least two differentiated options for practice or assessment each week to support the varied learning needs of my students.”

Differentiation can include strategies such as using leveled texts, flexible grouping, choice boards, or modified activities. Regularly applying these strategies in the classroom promotes independence, confidence, and success among students.

These teacher goals for the school year are valuable because they help all students access learning at the level that’s right for them.

Goal 6: Improve Feedback to Drive Student Growth

Providing feedback is one of the most powerful ways to help students learn, especially when it’s delivered in a timely and specific way. Even veteran teachers often set goals to help them improve how they deliver feedback.

A feedback-focused goal could be:

“I will provide students with clear feedback within one week and create opportunities for them to revise or practice based on that feedback.”

Giving students meaningful feedback helps them to better understand expectations, improve their work, and grow more quickly.

These teacher goals for the school year directly support improved student learning.

Goal 7: Increase Student Ownership of Learning

Students learn best when they see themselves as active participants in their growth. That’s why goals related to student ownership are highly impactful.

A goal designed to increase student ownership might be:

“I will implement student goal-setting and reflection routines every two weeks to build student ownership and develop stronger reflection skills.”

Student ownership leads to stronger motivation, better self-regulation, and increased academic effort.

Teachers who set this type of goal often see significant improvements in classroom engagement and student independence.

Goal 8: Strengthen Content Knowledge and Teaching Skills

Professional development isn’t just a professional responsibility—it’s a great opportunity to strengthen your instructional practice.

Setting goals related to content knowledge or pedagogy helps teachers build confidence and expand their instructional toolbox.

One possible goal pertaining to content knowledge could be:

“I will complete a professional learning series related to literacy instruction and implement at least three newly learned strategies by semester’s end.”

From an administrative perspective, choosing the right professional development can be challenging. I’ve found that the best ideas often come directly from teachers who are comfortable sharing where they want to grow. Most teachers already have a sense of the skills or areas they would like to improve; sharing those ideas with your administrator often leads to more effective learning opportunities for you and your colleagues.

Goal 9: Increase Collaboration With Colleagues

Collaborating with other teachers builds a shared sense of purpose, improves instructional alignment, and supports schoolwide growth. When teachers collaborate, they exchange ideas, work through challenges, and build a stronger professional community that benefits everyone in the school.

A useful collaboration-centered goal could be:

“I will meet biweekly with my grade-level or content team to review data, share strategies, and plan upcoming lessons.”

Collaborative goals are especially powerful because they improve individual practice and build momentum across your school.

Goal 10: Use Technology to Enhance Learning

Technology plays a major role in today’s classrooms, but it’s most effective when it’s used intentionally. Many teachers explore digital tools through an educational resource or a district-supported learning platform to help them plan instruction.

An effective technology goal might be:

“I will integrate one meaningful digital tool per unit to increase engagement and provide a variety of practice or assessment options.”

Teachers who use technology purposefully can differentiate more easily, provide immediate feedback, and offer multiple ways for students to access content and learning. These teacher goals for the school year help teachers adapt to evolving instructional needs.

Bringing It All Together

Meaningful teacher goals are more than professional responsibilities—they are commitments to growth that shape teaching, learning, and classroom culture. Over the years, I’ve seen how intentional teacher goals for the school year elevate practice, improve student achievement, and strengthen relationships across a school community. When educators choose goals aligned with their strengths and students’ needs, they set the stage for continuous improvement and sustained success. Thoughtful goal-setting isn’t just beneficial for teachers; it ultimately transforms the entire learning environment.

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School Leadership: What It Is and How to Be an Effective Leader

Michael Healey — Mon, 24 Nov 2025 20:19:51 +0000

Key takeaways

School leadership is fundamentally about people and purpose.
Strong leadership creates stability, trust, and direction.
Effective leaders rely on data, reflection, and collaboration to drive improvement.

Effective school leadership is one of the most influential factors in a school’s success. While no two leaders are exactly alike, the most effective ones share common practices that create stability, support strong teaching, and keep students at the center of every decision. Understanding what is educational leadership—and how it shapes daily school life—helps every leader strengthen their impact.

What Is School Leadership?

Many people ask, “What is educational leadership?” Educational leadership is about creating the conditions that allow students and staff to do their best learning and teaching.

School leadership, by definition, is the practice of guiding a school community toward shared goals that support teaching, learning, and student well-being. In practice, school leadership means visiting classrooms, listening to staff, and making decisions focused on what is best for students. Effective leaders set direction, manage resources, empower staff, and shape a positive school culture where everyone can thrive. They blend instructional expertise, operational management, communication, and relationship-building so that every action moves the school closer to its mission and vision. Effective leaders also know how to connect staff with the right educational resources to support teaching and learning.

Why School Leadership Matters

Leadership in schools is one of the most significant drivers of student success. In my experience, effective school leaders influence everything from teacher morale and instructional quality to safety, climate, and trust. When school leadership is clear, consistent, and collaborative, classrooms run smoothly, staff feel supported, and families gain confidence in the school. On the other hand, weak or unsteady leadership creates uncertainty and slows progress.

Leadership sets the tone for everything that happens in your school district—creating expectations, strengthening culture, and shaping an environment where students and staff can do their best work.

10 Ways to Be an Effective School Leader

Effective school leadership doesn’t come with a single blueprint. Leaders who make a consistent, positive impact often have different styles and approaches, but they share core principles that show up in high-functioning schools. I’ve found that these principles apply to all roles —whether you’re a department chair, building administrator, district leader, or an informal leader. Here are 10 ways to be an effective school leader:

1. Start with Trust

Effective leadership really starts with trust. You earn it by being present at school functions, visiting classrooms, and checking in after a tough meeting. Little by little, those interactions become the foundation that will carry your school through challenges.

Trust makes everything else we do possible.

2. Lead with Your Mission and Vision

A district without a clear mission and vision can quickly lose its focus. Effective school leaders turn to these statements when making decisions, considering if a choice reflects who we are as a district, whether a proposal supports our priorities, and what matters most when resources are tight.

Your school’s mission and vision provide you with direction, especially when things get challenging.

3. Communicate Clearly

Clear communication limits confusion and keeps people informed. Share your updates often. Be open about how you make decisions, and be honest when answers aren’t yet available.

While clear communication won’t solve every issue, it will build credibility and reduce uncertainty.

4. Put the Right People in the Right Positions

This is one of the most critical responsibilities of a school leader, especially in a time when many districts are focused on overcoming a shortage of qualified teachers. In his book Good to Great, Jim Collins put it best: “Get the right people on the bus, and the right people in the right seats.

In schools, this means hiring for character as much as for skill, placing staff in roles where their strengths make the biggest difference—not just where they’ve always been—and taking action when someone isn’t a good fit.

I’ll never forget moving a struggling classroom teacher into a reading intervention role. Within a few weeks, she was thriving. By midyear, she told me, “I finally feel like I’m doing what I was meant to do.” Her students made tremendous growth—and that shift was only possible because we had built trust first.

A great school isn’t built by one exceptional leader—it’s built by many talented people working in the right roles toward a shared purpose.

5. Establish Clear Roles, Responsibilities, and Decision Pathways

Clarity brings calm. When people know who is responsible for what—and how decisions are made—schools run more smoothly.

Be clear about the difference between:

Input vs. authority
Collaboration vs. responsibility
Consensus-building vs. final decision-making

Even when staff disagree with an outcome, they will respect a clear and fair process.

6. Keep Your Board and Superintendent Informed

Maintaining clear lines of communication within your school hierarchy builds trust and avoids surprises. Surprises create anxiety. A board member once told me, “I don’t need every single detail, but I need to know the big ones before the school community does.” That simple message changed how I communicated.

Regular updates, quick calls or emails before major announcements, and early alerts about sensitive issues make the entire district feel like it’s more stable—because it truly is.

7. Use Data to Confront Reality and Guide Action

Effective leaders look at the real picture—even when it’s difficult—while staying optimistic. Tools that support data-informed decision-making help school leaders better understand what is actually happening—not just what they hope is happening. When discussions are grounded in data, decisions become clearer and progress easier to track.

Data doesn’t replace judgment— it sharpens it.

8. Control Your Controllables

School leadership is full of variables you can’t control—mandates, staffing shortages, budget cuts, unexpected crises, and public opinion. Effective leaders channel their energy toward what they can influence: preparation, communication, attitude, follow-through, and daily habits.

I often remind new leaders: You can’t calm every storm, but you can calm yourself while sailing through it.

When leaders stay grounded, the people around them do too.

9. Learn from the Past

Before changing a practice or tradition, consider what’s been tried, what people value, what worked, what didn’t, and why. Being a reflective leader means honoring past efforts without being bound by them. Innovation in schools happens when leaders are willing to adapt and refine—not start from scratch each time.

The most meaningful progress often comes from small, steady steps that build over time.

10. Lean on Early Adopters

Change happens when the right people help move it forward. Early adopters—those who naturally embrace progress—can shift culture faster than any mandate. Invite them in early, give them ownership, and make their successes visible.

When we piloted a new data-analysis system, many staff members were hesitant, but the early adopters made all the difference. They welcomed colleagues into their classrooms, modeled the new approach, and shared honest feedback. As others saw the benefits, momentum grew, and what began as a small pilot became a districtwide shift. Their leadership built the energy needed for the system to move more easily toward improvement.

Real change rarely comes from giving directives—it happens when trusted people lead by example.

FAQs about School Leadership

What Is School Leadership?

School leadership is about creating a school environment where students and staff can do their best learning and teaching. It involves setting direction, supporting staff, and making decisions that keep the school moving toward its goals.

Strong school leaders stay connected to the real work—visiting classrooms, listening to concerns, communicating clearly, and aligning decisions with the school’s mission and vision. They manage operations, develop staff, build culture, and navigate challenges while keeping students at the center.

Ultimately, school leadership brings clarity, stability, and purpose to a complex environment.

What Is the Role of Leadership in Schools?

The role of leadership is to create the conditions where strong teaching and meaningful learning happen every day. Leaders set direction, establish priorities, ensure staff have the support they need, and maintain alignment with the district’s mission and vision. Leadership also shapes culture more than any program or initiative ever could. Effective leaders model professionalism, build trust, communicate openly, and create stability even during difficult periods.

What Are the 7 Functions of Leadership?

The seven functions of school leadership describe the core responsibilities that help a district run smoothly and support strong teaching and learning. While every school and community is different, these seven core functions help school leaders stay focused on what matters most:

1. Setting Direction with Purpose

Leaders clarify the mission, vision, and priorities and ensure everyone understands them. When you provide a clear direction, your staff are better able to make decisions for students.

2. Systems and Planning

Effective leaders build systems that support learning. The best systems reduce confusion, minimize busywork, and allow teachers to focus on their instruction.

3. Clear and Consistent Communication

Communication builds trust and reduces uncertainty. Regular updates and clear expectations help staff and families stay informed and engaged.

4. Motivating, Encouraging, and Inspiring Staff

A healthy school culture depends on leaders who recognize hard work, celebrate success, reinforce shared values, and support people through challenges.

5. Developing Talent Across the District

Leaders develop the talent within their school. They provide professional development, identify potential leaders, and support teachers in improving their practice.

6. Monitoring and Using Data Wisely

This practice allows you to make strong decisions. Analyzing student achievement, attendance, and behavior helps you to better understand what is working and what needs adjustment.

7. Strengthening School Culture and Community Trust

Culture is shaped by our daily interactions. Leaders build trust by modeling respect, promoting collaboration, and creating an environment where people feel safe, valued, and aligned around a shared purpose.
Together, these functions give leaders a clear guide for keeping students at the center.

What Are the 4 P’s of Leadership?

The 4 P’s of Leadership—Purpose, People, Process, and Performance—provide a simple, clear way to guide a school.

1. Purpose

Purpose is the “why” behind the work. In schools, it always centers around learning, safety, and well-being.
Purpose keeps us focused.

2. People

Schools succeed because of the people in them. Strong leaders build relationships, listen carefully, and invest in relationships.
Strong leaders listen to those who know the work best.

3. Process

Schools need clear structures to support the work we do. Process refers to how decisions are made, how information flows, and how responsibilities are defined.
Strong processes create stability and allow staff to focus on students.

4. Performance

Effective leaders measure what matters in their schools. They set clear goals, review data regularly, celebrate progress, and communicate honestly about both strengths and areas for improvement.

The post School Leadership: What It Is and How to Be an Effective Leader appeared first on Discovery Education.

What is a School Improvement Plan?

Michael Healey — Mon, 24 Nov 2025 19:35:04 +0000

Key takeaways

A strong school improvement plan gives schools clarity, focus, and a shared direction for meaningful progress.
The best practices for school improvement planning include using data well, setting a small number of high-impact goals, and selecting strategies that directly support those goals.
A school improvement plan works best when progress is monitored regularly, and the plan is adjusted as needed to keep improvement moving forward.

Successful schools don’t improve on their own—they improve when clarity, focus, and a well-defined plan guide every decision. Over the years, both as a principal and a superintendent, I’ve seen firsthand how a well-designed school improvement plan becomes one of the most effective tools a school can use to strengthen teaching, learning, and school culture. When done right, it focuses your staff, clarifies district priorities, and turns goals into actions that improve student learning.

Much like your school’s mission and vision, a school improvement plan should guide every significant decision you make—not only when challenges arise.

What is a School Improvement Plan?

A school improvement plan—or SIP—is a strategic, data-driven guide a school uses to improve student achievement and strengthen its overall performance. While every district has its own format and style, the goal of an SIP remains the same: to identify what’s working, determine what needs improvement, and outline specific actionable steps, timelines, and measures of success.

In short, a school improvement plan is your school’s blueprint for progress.

What is the Purpose of a School Improvement Plan?

If many educators were asked, “What is a school improvement plan?”, they might reference state requirements or mandated accountability systems. While that might be true in some cases, it is not the true purpose of a SIP.

I’ve always believed that strong local school improvement efforts—when done well—are exactly what keep schools off the radar of federal or state accountability systems. The real purpose of a SIP is to align what a school values, how it allocates its resources, and how it supports students every day.

A school improvement plan ensures that:

Everyone knows the school’s goals and priorities.
Initiatives are connected and not competing with one another.
Staff can focus on a few high-leverage goals (rather than being overwhelmed by too many initiatives).
People understand their roles, responsibilities, and how progress will be measured.
The school follows a clear and structured approach to improvement.

How to Create a School Improvement Plan

Creating a meaningful school improvement plan in your district requires analysis, collaboration, and a clear structure. Throughout my career, I’ve seen that schools are most successful when they follow a structured approach, are data-driven, and stay focused on strategies that actually impact students.

Here are some of the best practices for school improvement planning:

1. Use Data to Establish a Baseline

The first step is to understand where your school currently stands. That starts with analyzing data from sources, including:

Student achievement data
Attendance and behavior data
Graduation rates
Student subgroup performance
School climate and culture survey results

While reviewing this information, look for patterns, gaps, and strengths. Share these findings with staff so everyone understands where your school or district currently stands. For school leaders working to strengthen their data practices, resources such as data-informed decision-making tools can support a deeper look at patterns and needs.

2. Identify the Goals That Matter Most

Effective school improvement plans focus on a small number of goals that will make a meaningful difference in student learning and strengthen the overall school environment.

Examples of these goals often include:

Strengthening math achievement across grade levels
Improving school climate and culture
Reducing chronic absenteeism
Creating opportunities for student engagement and participation

Make sure your goals are clearly defined, easily measurable, achievable within the school year, and written in language that staff and families can easily understand.

3. Establish Clear Ways to Monitor Progress

After your school’s goals are set, determine how you will measure success. Defining clear outcomes helps monitor progress and ensures the school can refine its approach when necessary. These measures usually reflect general indicators such as improvements in student learning, shifts in engagement or attendance, stronger school climate data, or growth in instructional practice—signals that the work is having the intended impact.

4. Choose Strategies That Work

This is where many school improvement plans run into trouble. A plan is only as effective as the strategies it includes, and those strategies need to be realistic, fit your school’s needs, and be supported by research and what we know works. Districts can benefit from reviewing research-backed instructional practices to ensure the strategies they select are evidence-based.

Examples of these strategies might include:

Implementing a high-quality math or literacy program
Using common formative assessments
Improving tiered intervention systems
Increasing student engagement opportunities

It’s important to select strategies that are clearly connected to the results you want to see.

5. Create Clear Action Steps, Timelines, and Roles

Once you’ve selected your strategies, break each down into clear, actionable steps. This includes identifying who is responsible for each task, when the work will be completed, and what resources or professional development may be required.

Having these details in place allows you to turn big ideas into organized, actionable work that staff can implement and your administrators can monitor.

6. Make Your School Improvement Plan Clear and Accessible

Families, staff, and community members all benefit from knowing the school’s priorities. Share your School Improvement Plan in clear, easy-to-understand language and communicate it through newsletters, meetings, and district communication channels. Many schools also use an educational resource or learning platform to keep the plan visible and accessible throughout the year. When everyone understands your school improvement plan, it becomes a shared effort.

7. Monitor and Adjust Progress

An effective school improvement plan is not written once and revisited at the end of the year.

Progress monitoring should be ongoing through:

Data review meetings
Walk-through observations
PLC discussions
Quarterly progress updates

If your strategies aren’t producing the results you expected, don’t hesitate to adjust them. Remember, revising your SIP isn’t a sign of failure—it’s a necessary part of the improvement process.

FAQs About School Improvement Plans

What is in a School Improvement Plan?

SIPs typically include several key components: a data summary outlining student achievement and school needs, two to four priority goals, and evidence-based strategies to support those goals. It also details the action steps, timelines, and staff responsibilities needed to carry out the work, along with professional development plans, progress-monitoring tools, measures of success tied to student outcomes, and any budget or resource considerations required for implementation.

In short, an effective school improvement plan includes everything a school needs to move from goals to results.

What are Some Good School Improvement Ideas?

Good ideas are always data-driven, practical, and connected to student needs. Some examples include:

Implementing structured literacy in early grades
Expanding tutoring or intervention blocks
Creating a teacher collaboration initiative to strengthen instruction and align classroom practices
Building a culture-focused initiative around belonging and relationships
Strengthening student attendance

The key is to choose a few ideas that make the biggest difference.

What are the Four Domains of SIP?

Different states and organizations use slightly different frameworks, but most SIPs focus on four essential domains:

Leadership – How school leaders guide the improvement process and support staff.
Instruction – The quality of teaching and learning happening in classrooms.
Culture and Climate – The overall environment that students and staff experience each day.
Student Supports – The systems and resources that help meet students’ academic and social needs.

These four domains ensure every part of the school community is considered and supported.

An effective school improvement plan creates focus and shared responsibility. It brings teachers, leaders, students, and families together around a shared vision for progress. When schools set aligned goals, use clear measures, and follow strong planning practices, they build the conditions for steady, meaningful growth.

The post What is a School Improvement Plan? appeared first on Discovery Education.

School Management: 8 Tips for Managing a School Successfully

Michael Healey — Tue, 18 Nov 2025 16:32:34 +0000

Key takeaways

Successful school management involves creating an environment where your team gets it right together.
Trust, clear communication, and focusing on your mission simplify and improve daily decision-making.
The best decisions come when leaders rely on staff expertise and prioritize students’ needs.

“We don’t need to be right — we need to get it right.”

How to manage a school successfully is less about control and more about collaboration. As educational leaders, we don’t always have to be right—but we do have to create the environment where our school community can get it right together.

These eight tips reflect the approaches that consistently help leaders manage their schools well.

8 Tips for Managing a School Successfully

1. Start with Trust: The Foundation of Every Successful School

Throughout my career, I’ve been fortunate to be a part of four school districts, each with its own distinct culture and identity. While they were each unique in their own ways, they shared one common trait —the level of trust within each organization determined its success.

When trust was strong, our schools thrived, communication was open, and our students benefited. On the other hand, when trust was weak, even the simplest of ideas struggled to get off the ground—often to the detriment of student success.

As a school leader, establishing a trusting, supportive environment starts with you. Be visible, genuine, and listen more than you speak. Admit mistakes quickly. Every interaction builds trust and forms the foundation of effective school management.

2. Lead with the Mission and Vision

When challenges arise — as they often do in school management— return to your district’s mission and vision. They keep your decisions aligned with the values and goals that define your district.

It’s easy to get caught up in the day-to-day — student issues, minor staff complaints, and emails that feel urgent but aren’t — but effective school leaders stay focused by continually asking whether their decisions advance the school’s goals for students.

Consistently bringing discussions back to your district’s core purpose creates clarity, reduces distractions, and reminds your team that every decision must align with the district’s mission and reflect a shared vision for student success.

3. Keep Your Superintendent and Board Informed

This tip may sound simple, but it’s one of the most important—and often overlooked—responsibilities of school leaders. Education relies on communication. Whether reporting to a superintendent, Board, or both, keep them informed.

Clear, consistent updates about potential issues, school-based concerns, or upcoming decisions build confidence and trust. I’ve always tried to anticipate what my superintendent or Board would want to know before they ask. By keeping them in the loop – even when the news is bad – you take steps toward building a stronger, more collaborative working environment.

The rule is simple: no surprises – ever.

4. The Answer Is Already in the Building

Effective school management means recognizing that the people doing the work every day often have the best insight. Teachers, office staff, custodians, coaches, and support staff understand how the school really runs. They know what’s working, what isn’t, and where simple changes could make a big difference.

Include them in conversations. Ask for their input. Listen to what they’re seeing and experiencing.

When you rely on the expertise already in the building, you position yourself to make better decisions and create a school environment where people feel respected and valued.

5. Clarify Roles: Advisory vs. Decision-Making

A common source of frustration in schools isn’t disagreement but confusion, often from miscommunication.

When committees or task forces are formed, people need to understand whether they are the ones providing advice or making the decision. Being explicit from the start strengthens relationships and keeps the focus where it belongs: on the work we’re doing to support our students.

6. Do Your Homework Before Acting

Effective school leaders make thoughtful, informed decisions — and that starts with preparation. Before you introduce a new K–12 online learning platform, revise the master schedule, or move forward with any significant initiative, take the time to understand the “why” behind it. Look into the history, learn what’s been tried before, and think through the possible impacts and challenges.

Preparation shows respect for the organization and people, and increases the likelihood that decisions are practical, lasting, and supported.

7. Use Data to Drive Decisions

Data shifts conversations from opinions to facts. Looking at things readily available like attendance, achievement trends, behavior patterns, climate surveys, and feedback from staff, students, and families gives you a clearer picture of what’s actually happening in your school.

Data also supports your professional judgment. It gives you the information you need to make informed, practical decisions.

Using data openly and consistently builds trust, keeps discussions focused, and helps ensure that decisions align with the needs of students and staff.

8. Keep Perspective: Find Balance Between the Headwinds and Tailwinds

Every school leader encounters resistance (headwinds) and support (tailwinds). The key to successful school management is to make sure neither of these defines your direction.

Focus on long-term progress, not short-term distractions. One issue doesn’t define your school.

Maintaining perspective helps you remain calm, objective, and focused — especially when difficult decisions need to be made.

Leading Schools Successfully: The Takeaway

Figuring out how to run a school successfully is never simple — it requires humility, clarity, courage, and collaboration. However, when school leaders build trust, communicate openly, empower their teams, and anchor decisions in data and mission, they create schools where students and staff can thrive.

Educational leadership isn’t about being right; it’s about getting it right through shared expertise and collective commitment. With these eight practices guiding their work, school leaders are well-positioned to strengthen their culture, support their staff, and move their districts forward.

The post School Management: 8 Tips for Managing a School Successfully appeared first on Discovery Education.

Turning Pages into Possibilities: Four Years of Literacy Innovation

Lindsey Davis — Thu, 13 Nov 2025 18:51:59 +0000

Over the past four years, our partnership with the Dollar General Literacy Foundation has centered on one mission: equipping educators and out-of-school-time professionals with the tools they need to close the literacy gap. Together, we’ve worked to make literacy instruction more accessible, engaging, and effective one creative step at a time.

We began with bite-sized Microlearning Modules: quick, 6–8-minute trainings paired with ready-to-use activities that educators could implement immediately. These modules offered practical strategies without overwhelming busy schedules. Next came animated Explainer Videos, designed to introduce the five foundational literacy skills in a way that was clear, visual, and fun.

By Year 3, we wanted to capture the magic of real classrooms. Our Masterclass video showcased the subtle but powerful techniques master teachers use every day—gestures, tone of voice, and hands-on manipulatives that transform lessons into experiences. Seeing these strategies in action brought theory to life.

Now, in Year 4, we’re expanding on the current student-facing content. Why? Because educators told us they needed more tools for direct instruction—and the data backs it up. These new resources will help teachers engage learners more deeply, reinforcing literacy skills in ways that feel interactive and meaningful.

As we celebrate National Family Literacy Month this November, we’re reminded that literacy is more than a skill it’s a gateway to opportunity. Explore our growing library of resources and see how we’re helping educators and families turn every page into a new possibility

Explore

The post Turning Pages into Possibilities: Four Years of Literacy Innovation appeared first on Discovery Education.

Literacy and Math Strategies in the U.S.: What’s Working and What Isn’t

DE Staff — Tue, 30 Sep 2025 22:39:38 +0000

Taking Time to Assess Instructional Impact

Educators must always balance urgent needs in classrooms with the longer-term goal of improving student outcomes. As part of a regular series on the state of education in the U.S., we asked four passionate leaders in K–12 education to join us for a conversation about literacy and math instruction and student achievement:

Dr. Emily Hare, Director of PreK–12 Mathematics for Guilford County Schools
Dr. Amanda Malone, K–12 Literacy Director for the Mississippi Department of Education
Dr. Melissa Sadorf, Executive Director of the National Rural Education Association and professor at Northern Arizona University
Dr. Rufus Hill, State Director of K–12 Mathematics Coaching for the Mississippi Department of Education

Host Dr. Karen Beerer, Senior Vice President of State and Strategic Partnerships at Discovery Education, opened the discussion by outlining what educators are observing and the pressures they’re experiencing in schools and districts of all kinds:

The declines evident in the 2024 NAEP reading and math scores
Legislation in many states that requires evidence-based instruction in curricula and sets aside funding for curriculum, tutoring, and acceleration efforts.
Technology fatigue for educators driving demand for simpler, integrated solutions
Teacher shortages and the effects on educators, schools, and districts

But these challenges also create opportunities for using personalization and data-driven strategies to close gaps, making conversations like this one essential for driving progress in literacy and math.

What’s Currently Working?

Dr. Beerer said, “I thought we’d start with Mississippi, because when you read about the amazing growth that Mississippi students have achieved over the past decade, they often call it the ‘Mississippi Miracle.’ [But] it really wasn’t a miracle. It was planned, strategic systems of change.” Dr. Amanda Malone explained that everything began with legislation focused on K–3. Now schools throughout the state have literacy coaches who focus on “the whole child and the whole teacher.” In addition, they’ve found having access to high-quality instructional materials (HQIM) is key.

For rural communities, relationships remain the foundation. Dr. Melissa Sadorf shared, “Teachers know their students and their families on a very personal level, and that allows those instructors to be highly responsive to student needs, even when formal resources are scarce.” By necessity, teachers wear multiple hats and can use technology to be a bridge that levels the playing field for students.

At the district level, Dr. Emily Hare explained that they are “intentional about aligning their work to a shared vision and value about what math instruction is and the experience each student should have” in her district. This shared vision guides curriculum development, HQIM choices, and professional learning, resulting in consistency across classrooms.

What Needs More Attention?

“Too many students are leaving high school without the skills they need to succeed, especially in rural and high-poverty schools,” remarked Dr. Sadorf. Teacher shortages are making sustained improvement difficult, and a reliance on short-term grants and pilot programs means gains are hard to hold onto.

Dr. Hare agreed, adding: “We’ve articulated clear commitments at the state and district level, but how do we ensure that our supports and resources are consistent across all of those schools? It’s really not a question of effort—I think we all know that—but of sustaining and scaling that vision so that it lives in daily practice.”

In Mississippi, coaches are actively building teacher capacity around HQIM, but sometimes teachers are trained and then leave. Dr. Malone emphasized that using resources most effectively will help, especially when technology is involved.

Dr. Rufus Hill pointed out that using resources with fidelity is important for success, especially since the teacher shortage means not everyone has the specific background in what they’re teaching. He mentioned one math teacher with an ELA background who has “been able to kind of teach herself to teach the students” using HQIM.

Strategies and Real-World Examples of Change

The panelists shared programs, approaches, and partnerships that are driving real gains in literacy and numeracy.

Dr. Malone identified:

Using and training educators on structured literacy, which is based on the Science of Reading
Helping students learn to read in the most efficient way
Continually evolving and learning as educators

Dr. Hill noted:

Implementing the Mathematics Instruction Observational Protocol (MIOP)
Creating a coaching academy with instructional leaders and coaches
Starting a partnership with the Dana Center at the University of Texas

Dr. Hare emphasized:

Implementing HQIM with integrity for children that are traditionally underserved
Supporting collaborative math leadership teams at school and district levels
Seeking input from cross-collaborative district teams multiple times per year

Dr. Sadorf then concluded that collaboration is a multiplier: partnering increases impact, closes gaps, and “ensures educator voices shape solutions that benefit everyone.”

Supplemental Resources

Regarding HQIM and supplemental resources, Dr. Beerer asked how educators assess them and then implement them in the classroom. Dr. Malone noted that while each district chooses its own resources, state department level administrators can “see commonalities and provide coaching around those.” She recommended using supplemental resources to elevate math and literacy instruction.

Innovation in Math and Literacy

The panelists each offered a single word or phrase to capture what innovation in math and literacy means to them.

Dr. Sadorf chose the word connected, saying, “Innovation in literacy math has to connect students to engaging, relevant learning.”
Dr. Hare chose alignment, explaining, “It’s about aligning to our vision, our values.”
Dr. Hill came up with purposeful, noting, “I just think that with every decision that we make, we need to make sure that we have a purpose for that.”
Dr. Malone’s phrase was “Effectively partnering what we know with what we have, with a learner in mind.”

Engagement’s Role in Learning

In closing, Dr. Beerer brought up the “big topic” of engagement, something that always seems to come up in discussions about ways to improve learning. She noted that the 2025–2026 Education Insights Report, with a focus on engagement, offers key insights about education, motivation, and challenges in today’s classrooms. The report is free to download.

There’s so much more to learn from the full discussion!

Watch the Video

Host and Experts’ Backgrounds

Dr. Karen Beerer, Senior Vice President of State and Strategic Partnerships at Discovery Education.

Dr. Emily Hare, Director of PreK–12 Mathematics for Guilford County Schools. With a Ph.D. in Teacher Education, she is dedicated to building strong systems that empower teachers and students to succeed in math.

Dr. Amanda Malone, K–12 Literacy Director for the Mississippi Department of Education. With over 20 years of experience as a teacher, coach, and coordinator, she brings deep expertise in literacy leadership. She earned her Ph.D. in Higher Education Administration.

Dr. Melissa Sadorf, Executive Director of the National Rural Education Association and professor at Northern Arizona University. She has over 30 years of experience in education as a teacher, principal, and superintendent.

Dr. Rufus Hill, State Director of K–12 Mathematics Coaching for the Mississippi Department of Education. He earned degrees from Alabama A&M, Delta State University, and completed his doctorate at National University.

The post Literacy and Math Strategies in the U.S.: What’s Working and What Isn’t appeared first on Discovery Education.

20 Lessons from 20 Years of Professional Learning with the DEN

Amy Reiss — Tue, 16 Sep 2025 14:51:02 +0000

In 2005, eight educators made their way through the busy halls of the NECC Conference in Philadelphia to meet one another for the first time. What brought them together wasn’t just that they all used Discovery Education and saw its power to engage students while aligning to academic standards, but a shared spark: what could happen if we learned how to get the most out of this, together? They arrived eager and hopeful, bringing stories from their classrooms and a desire to dream bigger. At that moment the DEN (Discovery Educator Network) was born.

Now, twenty years later, the DEN is a thriving professional learning community filled with stories, connections, and shared wisdom. To celebrate our 20th birthday, we asked DEN members to reflect on what they’ve learned through their involvement. Here are 20 lessons from 20 years in the DEN.

Collaboration & Community: How DEN Members Inspire One Another

1. “One of the most valuable insights I’ve gained from my time in the DEN is that teaching and learning are at their best when they are collaborative. Surrounding myself with passionate, like-minded educators has shown me that sharing ideas, resources, and encouragement not only elevates my own practice, but also creates a ripple effect that impacts students far beyond my own classroom.” – Carrie Willis, STEAM & Technology Director, CA

2. “When I was first introduced to the DEN, I didn’t have a large professional cohort to rely on for new and innovative ideas. I think the network in the DEN is probably one of the things that is most impressive. You’re able to get together with these amazing, innovative, imaginative, creative, kinetic people to share the things they are most excited about.” -Rob Lamb, Teacher, MO

3. “Fellow DEN members have inspired me to be more innovative and reflective in my teaching and leadership. Their diverse perspectives and shared passion for education encourage me to take risks, embrace new strategies, and prioritize collaboration. Through their support and ideas, I’ve grown more confident in leading change and fostering a student-centered learning environment.” -Emily Strickland, Middle School Teacher, SC

4. “There’s nothing like having a group of educators who you can text, email, call, ask questions, get ideas, and ask for HELP if you need it.” -Wandalyn Jones, Academic Interventionist, SC

5. “Connecting educators to each other is so important, and as a librarian—there’s only one of me (in the building). So, to have other educators who I can connect with is really important. To ask, ‘How are you handling this? What can you share?’” – Lisa Wolski, Library Media Specialist, NY

6. “I love being part of the DEN because it’s so positive and innovative. People are excited to share what they know, they’re excited to learn from one another, and they’re excited to grow and help the people around them.” Sarah Yonts, Librarian, WI

7. “Some valuable insight I’ve learned in the DEN is that you’re never alone. There are plenty of other educators who have similar jobs to you, and Discovery gives you so many ways to connect.” -Anne Truger, Digital Learning Specialist, IL

Empowering Educators: Building Confidence and Cultivating Leaders in the DEN

8. “Being a member of the DEN has helped me step outside my comfort zone. I love teaching, but I’m shy when it comes to speaking in front of others. From presenting at virtual conferences to leading DEN workshops, I’m now comfortable presenting in front of others, whether it’s online or in person.” –Wandalyn Jones, Academic Interventionist, SC

9. One professional challenge the DEN helped me overcome was regarding funding. I heard over and over that people were getting thousands of dollars in grants and funding, but I was getting nowhere. At a regional workshop, I attended a helpful seminar. I wrote and published my first request at that session, and it was funded by the weekend.” -Mark Case, Teacher, NC

10. “I had no idea what I was capable of until the DEN showed me. I never considered myself a leader, but slowly, through the DEN, I realized that I had potential and the right personality to both lead and guide others.” –Anne Truger, Digital Learning Specialist, IL

11. “One of my favorite memories from my time in the DEN was when I worked with teachers from another district in South Carolina to present a webinar to teachers across the state. It was wonderful to collaborate and to have a platform where we were able to share with others!” – Laney Rogers, Instructional Technology Coach, SC

12. “After attending my first DENSI, I truly became a different educator. I realized that my calling extends beyond teaching students and supporting teachers in my own school. The DEN has shown me that I can make a difference that reaches far beyond the walls of my school and into the wider educational community—locally, nationally, and even globally.” –Carrie Willis, STEAM & Technology Director, CA

Transforming Classrooms: How the DEN Fuels Innovation and Engagement

13. “There are so many digital resources on Discovery Experience. Through DEN and attending DENSI, I have learned how to put them to good use. It saves so much time and aligns them with the standards.” – Shelby Kilmister, 6th Grade Science Teacher, NH

14. “A favorite memory is when I started using the DEN’s content videos, specifically the science topics, and added them to my lessons on a regular basis. I can remember the students being more engaged and having a better ability to make connections with the content and skills.” – Lisa Gray, STEAM Specialist, PA

15. “Collaborating with innovative educators has inspired me to design learning experiences that are more student-centered, inclusive, and engaging, especially for multilingual learners. It’s pushed me to embrace curiosity, experiment with new strategies, and model lifelong learning for my students.” – Natalia Rasavong, ESL Teacher, WI

16. “Through the DEN, I had the opportunity to do a virtual field trip – the polar bear scientist trip via Zoom. My students got to hear from real scientists doing real work. Our class was able to ‘visit’ a place we could never take an actual field trip to. My students were able to come up with some really interesting questions for the scientists as well.” – Shawn Pashby, 4th and 5th Grade Teacher, MI

The DEN Effect: Friendship, Innovation, and a Shared Mission to Empower Students

17. “My favorite memory from my time in the DEN is the connections I made during collaborative sessions at DENSI 2025. [DENSI, the DEN Summer Institute, is an immersive, residential-style professional development experience for educators.] I remember sitting around a table with educators from all over the country, sharing ideas, laughing, and realizing we were all driven by the same passion—to inspire and empower our students. That mix of learning something new, testing out creative tools, and building friendships that continue beyond the event really captures the DEN spirit for me.” -Natalia Rasavong, ESL Teacher, WI

18. “DENSI (The DEN Summer Institute) is such a fun experience for teachers. You’re going to meet friends that you’ll keep for life, and you’re going to have so many ‘aha’ moments yourself.” -Heather Willsey, Teacher & Tech Coach, MI

19. “When I first started interacting with Discovery Education, I was about 10 years into my career and starting to feel stuck. I wasn’t burnt out, and I wasn’t doing a bad job, but I was getting to the point that I wasn’t sure if this is what I wanted to do for the next 20 years. I knew that if it felt that way to me, it would certainly start to feel that way to my students. This is when I first learned about the DEN and Discovery Education. I was lucky enough to go to their STEM Institute in 2012, where I first really started talking to people who are in the DEN. I realized very quickly that these were people I needed to be around because they injected energy into me. Whenever I interact with people from the DEN, I leave feeling invigorated and more excited about going back to the classroom to try new ideas with my students.” -Rob Lamb, Teacher, MO

20. “Becoming a DEN member has been the best decision of my career. It’s helped me grow professionally and opened new opportunities. I’ve presented at conferences, webinars, and been encouraged to become more of a leader. It’s empowered me as a teacher. It’s been truly wonderful.” – Susan Barnes, 6th Grade Science Teacher, SC

The post 20 Lessons from 20 Years of Professional Learning with the DEN appeared first on Discovery Education.

Engagement Fuels Learning, But Is It Misunderstood?

Lance Rougeux — Tue, 02 Sep 2025 22:13:53 +0000

When I taught middle school, I went to creative lengths to light that initial spark of curiosity. I once showed up dressed as William Penn—because what middle schooler is going to heckle their teacher in a colonial wig? On another day, I wired a secret doorbell into our classroom, giving students a special ring to get inside. Those tricks could get students laughing and leaning in, but the real reward came later, when curiosity turned into an “aha moment” of understanding.

We all know that moment when we see it: the smile, the nod, the sudden clarity on a student’s face. Yet it’s surprisingly hard to put into words. A quick activity might spark attention, but true engagement is about sustaining motivation and helping students reach those deeper moments of discovery.

That’s why, as our latest Education Insights Report reveals, engagement is not a simple concept. It’s multidimensional and often viewed differently depending on perspective, which is what makes clarity so essential.

Drawing on the perspectives of nearly 1,400 K–12 superintendents, principals, teachers, parents, and students across the United States, the report shines a light on the promise and the challenge of keeping students connected to learning. The report underscores an important reality — fueling student engagement requires a holistic approach that brings coherence to how it is defined, observed, and supported.

Perception Gaps Between Students and Educators

of Students Report

Being Highly Engaged in Class

Perspectives on assessing engagement vary between the groups we surveyed. This presents a challenge in increasing engagement across ages, grades, subjects, and students.

Students say they are more engaged than teachers realize. There is an almost 20-point gap between students (63%) reporting that they are highly engaged and what teachers (45%) report.

Quiet engagement is underappreciated. Teachers overwhelmingly point to outward indicators of engagement, such as asking thoughtful questions or contributing to discussions. More subtle signs of engagement, like silent reflection or creative exploration, are easy to overlook.

Differences between surveyed groups are revealing. Superintendents (54%) are almost twice as likely as teachers (29%) to rank performance on assessments as a top engagement indicator.

This gap in the perceptions of engagement between students and teachers is an essential challenge to disentangle. When we lack clear, shared definitions of learning engagement, students risk being mislabeled as disengaged, even when they are fully invested in learning.

Educators Report Barriers in Promoting Engagement

Educators know all too well the obstacles that stand in the way of fostering greater student engagement. One of the biggest is the variation across students and contexts—engagement can vary by learner, subject, and even the day of the week. Teachers also point to the lack of time and resources as a pressing barrier to creating the conditions that promote student engagement.

In the Education Insights Report fewer than one in four teachers feel they have adequate time to reflect on and improve their instructional approaches, which can diminish their opportunity to encourage engagement. Another concern is inconsistent measurement: 99% of superintendents report systems for measuring engagement, but only 60% of teachers agree. This disconnect between leadership’s view of support systems and what educators experience in the classroom is another hurdle to overcome in fostering more engagement for all students.

As students progress from elementary school to high school, their self-reported engagement and teachers’ perceptions of engagement decline. In fact, 4 in 5 of all students say they struggle with boredom. However, across all grade bands, students are clear about what fuels their motivation. They want relevance: learning that connects with their lives and future plans. Across all groups surveyed, relevance consistently ranked as one of the most critical factors impacting engagement. Students also seek challenge. Nearly four out of five students say school often feels easy and want deeper, more meaningful work.

These perspectives echo what we hear from our partner schools at Discovery Education. When students have opportunities to connect their learning to the real world and pursue personally meaningful challenges, educators can turn curiosity into achievement. While educators are dedicated to providing these connections and challenges, persistent barriers make it difficult to sustain engagement throughout learning environments and contexts. Yet when those opportunities align, educators can build upon students’ curiosity and use it as a foundation to drive meaningful learning outcomes.

Fostering Greater Engagement

The Education Insights Report’s findings illuminate where student engagement can flourish — in learning that is personally relevant and hands-on, where students can see real-world connections and put their knowledge into practice. All the groups surveyed agreed that students put in more effort when learning is meaningful and connected to their lives.

At Discovery Education, we agree: the more deeply students connect with their learning, the more they grow and achieve. This insight informs the work of my Curriculum Instruction team, driving us to ensure that every standards-aligned lesson and resource we provide is built to support learning through engagement. We’re committed to partnering with states, districts, schools, and educators, helping them build coherent engagement strategies that:

Clarify what engagement means for all. Moving beyond assumptions to shared definitions and frameworks.

Recognize varied engagement backgrounds. Quiet, reflective, and multilingual learners may demonstrate engagement differently than students who are outwardly expressive or learning in their home language.

Equip teachers. Providing the time, tools, and professional learning needed to deliver relevant, personalized lessons.

Through timely, standards-aligned, real-world content and adaptive digital tools, we help educators create classrooms where every student is supported and inspired to learn. Educators tell us that when their students use adaptive platforms like DreamBox, which meets each student where they are, engagement turns into learning. And when districts implement resources like Experience and Career Connect, students deepen background knowledge to contextualize what they are learning — bridging classroom lessons to real-world applications and future careers.

Embracing the Complexity of Student Engagement

As the report shows, engagement is essential and multidimensional. It can help enable and sustain the motivation students need to persevere through productive struggle, explore their interests, and achieve meaningful growth.

But, engagement doesn’t just happen. It requires clarity, alignment, intentional strategies, and purposeful resources. Educators, families, administrators, and partners like us at Discovery Education can help close the perception gaps around what engagement is, better recognize every form of engagement, and strive to ensure that every student has the opportunity to connect deeply with learning.

Discover the Data

Get your free copy of the 2025-2026 Education Insights Report: Engagement Fuels Learning

Download Now

The post Engagement Fuels Learning, But Is It Misunderstood? appeared first on Discovery Education.

Future-Ready Classrooms for Future-Ready Students

Amy Nakamoto — Mon, 07 Apr 2025 19:34:34 +0000

The disconnect between today’s classrooms and the demands of the modern workforce has become impossible to ignore—and students agree. According to the latest Education Insights Report from Discovery Education, 80% of students believe that learning content tied to real-world experiences is essential. Yet over 60% doubt the skills they’re learning in school prepare them for the workforce, and 71% aren’t excited about entering it.

But what if classrooms operated differently and weren’t confined by brick walls or a single campus? That’s the mission driving Dr. Romules Durant, CEO and Superintendent of Toledo Public Schools (TPS). Through his innovative vision for future-ready classrooms, Dr. Durant is courageously transforming education to raise graduation rates, ensure students are career ready, and build a strong community.

Ohio DOE Progress Ratings of
Toledo Public Schools

TPS leads Ohio urban districts in assessment progress with 4 stars.

45% of TPS schools scored at least 3 stars for the progress rating on closing the gap.

TPS Magnets and Academies are On Par or Exceeding the local high school on state testing.

Dr. Durant knows it can feel risky taking on a new approach, especially if stakeholders don’t fully see the vision yet, but he isn’t afraid to explore new avenues for bridging the gap between classrooms and industries. He actively collaborates with industry leaders who share his vision and are eager to partner with him. “It’s about taking calculated risks to change how schools operate,” he explains.

Since Dr. Durant started in his role as Superintendent, Toledo Public Schools has turned into a top-rated school district in the state, and a model for others in how to implement successful work-ready programs, magnet schools, and specialized academies. In the latest Progress Rating from the Ohio Department of Education, nearly half of Toledo Public Schools received an Overall Rating of 3 or more stars, meaning they meet, exceed, or significantly exceed state standards.

Bridging Industry and Classroom

The concept of future-ready classrooms starts with an “outside the box” perspective on bringing industries into the learning environment, and the determination to build strategic relationships with those who can make the concept a reality. Dr. Durant and his team at TPS saw an opportunity to integrate the resources and expertise of their community to create hands-on, real-world learning experiences and work-based learning programs that focus on career exploration. This type of innovation requires thoughtful planning, relationship building, and of course, bravery. For Dr. Durant, that meant building trust and collaboration with all stakeholders, like the school board and local business leaders. Together, they decided to invest in initiatives that may not yet be the norm in K-12 education but show tremendous promise.

Redefining the Classroom

Classrooms don’t have to be just spaces for textbooks and whiteboards—envision multi-functional learning campuses that serve students, families, and communities alike.

The Community Hubs at Toledo Public Schools are the perfect example of redefining the classroom. Today, six hubs offer academic and work-based learning opportunities for students as well as services and programs for the community, like financial management, childcare, homecare for senior citizens, mental health services, and even entertainment. It’s a dual-benefit model that exemplifies how blending education with community resources can make a tangible difference.

"Community members, like our senior citizens, can utilize the trades and services that are available. For example, we're finding out through local studies that what keeps a senior from owning their own home is the inability to do maintenance. We have a construction academy and landscaping program here on this campus. Put a ticket in, and a student, alongside a professional, will handle the issue."

Dr. Romules Durant

CEO & Superintendent, Toledo Public Schools

The Power of Work-Based Learning

Career exploration should be central to every student’s academic journey, starting as early as elementary school. In fact, according to the Education Insights Report, 90% of middle schoolers today want more exposure to different career paths, while 88% wish they had more resources to better prepare them.

Many countries around the world provide young students the opportunity to explore careers through work-based learning such as apprenticeships, intern- and externships, and immersive, future-ready classrooms. After an externship in Germany to study their workforce development programs, Dr. Durant implemented a strong emphasis on immersion. “That trip really helped set the stage for how to go about workforce development,” explains Durant. “We started erasing boundaries of communities and putting education at the place of industry . . . Imagine if you were able to go to school from 7-12th grade AND earn a degree at that place of industry. How better prepared you would be for the workforce!”

For example, the Toledo Technology Academy of Engineering for grades 7-12 allows students to explore engineering in a fully immersive learning environment with the Electric Vehicle lab, the first of its kind for an Ohio public school. With 11,000 sq. ft. of space, including six vehicle lifts for hands-on learning and a classroom, this lab gives students the opportunity to learn firsthand about cutting-edge technology, as well a current mechanics and displaced autoworkers a chance to enhance their own skillsets and careers.

Another inspiring example is the Aerospace & Natural Science Academy—the aerospace campus is located at the airport where students can work on airplanes and even earn their pilot’s license, while the natural science campus is just next door to the Toledo Botanical Gardens.

“It’s about aligning kids to things they have an interest in, exposing them to career pathways, and that excitement is what brings them to school,” explains Dr. Durant. “I tell other superintendents that if you connect a student to a career pathway, that’s an increase in your graduation rate . . . the student is aligned to something where they can see and understand why this science experiment or this math skill they are learning matters.”

Through these programs, learning feels relevant. Students aren’t memorizing equations in isolation; they’re applying them on the job floor, in hospitals, and in labs. They’re building confidence as they earn credits toward 2- and 4-year degrees, as well as trade certifications, all while seeing firsthand how their future-ready classrooms tie directly to real-world careers.

Funding Innovation Through Relationships

None of these innovations are possible without financial stability and support. And Dr. Durant has proven that calculated risks yield remarkable rewards by establishing strong relationships with those who hold the purse strings. “It’s through a strong relationship with the school board,” Dr. Durant says, “that we’ve been able to mitigate risks and ensure we have the resources we need to launch programs that truly change how students learn.”

Securing local funding for future-ready classrooms also needs strong relationships with the community. Partnerships with local businesses, nonprofits, civic organizations, school boards, and city councils provide a wealth of opportunity for funding because all those involved have the same goal: ensuring students become successful members of the community.

Empowering Students. Strengthening Communities.

The goal of future-ready classrooms is clear—prepare students to thrive in a dynamic world. Students get a head start on building skills and earning credits, so upon graduation, they’re equipped with knowledge and experience to jumpstart their careers. Communities benefit, too. When young people feel supported, they want to work and live in the same neighborhoods that nurtured their potential, creating a strong, thriving local workforce.

At TPS, this isn’t just a vision—it’s happening. Leaders like Dr. Durant are setting the standard, offering a clear model for schools and communities to follow. Discovery Education is proud to stand alongside courageous leaders like Dr. Durant to prepare future-ready students. We are continually innovating career exploration resources like Career Connect and the STEM Careers Coalition, as well as building partnerships with industry leaders that share our vision, to support career and workforce programs designed for 21st century students.

With unique partnerships between Discovery Education and industry leaders, those same schools and communities can deliver students their holistic vision of what it means to be ready for the future. Together, we’re rethinking education, one calculated risk at a time.

Jean Johnson

Access the Discovery Education career readiness guide, Expanding Opportunities: How District Leaders Can Champion Career Readiness, to learn key strategies for developingand maintaining career readiness programs in your district.

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The post Future-Ready Classrooms for Future-Ready Students appeared first on Discovery Education.

Thought Leadership | Discovery Education

Instructional Strategies: Simple and Effective Techniques for the Classroom

Key takeaways

Effective instructional strategies help teachers reach all students and improve learning.

High-performing classrooms use a wide variety of techniques because students learn in different ways.

Teachers have the greatest impact when they intentionally match instructional strategies to student needs.

What Are Instructional Strategies?

Why Instructional Strategies Matter

What Are the Different Types of Instructional Strategies?

Direct Instruction

Collaborative Learning

Inquiry-Based Learning

Differentiated Instruction

Assessment

What Are Examples of Instructional Strategies?

What Are the 5 Instructional Strategies?

How to Choose the Right Strategy for Your Students

Start with the Learning Objective

Consider Student Needs

Use Data

Prioritize Consistency

Reflect and Adjust

Effective Instructional Strategies, More Effective Classrooms

10 Teacher Goals for 2026

Key takeaways

Effective teacher goals should be clear, purposeful, and directly linked to student learning.

The strongest teacher goals for the school year focus on growth—not perfection—and help teachers build habits that improve over time.

Administrators must provide clarity, coaching, and consistent feedback to help teachers turn meaningful teacher goals examples into lasting, schoolwide improvement.

Goal 1: Strengthen the Classroom Environment with Clear Routines

Goal 2: Strengthen Relationships with Students and Families

Goal 3: Use Data to Inform Daily Instruction

Goal 4: Increase the Use of High-Impact Instructional Strategies

Goal 5: Improve Differentiation for Each Learner

Goal 6: Improve Feedback to Drive Student Growth

Goal 7: Increase Student Ownership of Learning

Goal 8: Strengthen Content Knowledge and Teaching Skills

Goal 9: Increase Collaboration With Colleagues

Goal 10: Use Technology to Enhance Learning

Bringing It All Together

School Leadership: What It Is and How to Be an Effective Leader

Key takeaways

School leadership is fundamentally about people and purpose.

Strong leadership creates stability, trust, and direction.

Effective leaders rely on data, reflection, and collaboration to drive improvement.

What Is School Leadership?

Why School Leadership Matters

10 Ways to Be an Effective School Leader

1. Start with Trust

2. Lead with Your Mission and Vision

3. Communicate Clearly

4. Put the Right People in the Right Positions

5. Establish Clear Roles, Responsibilities, and Decision Pathways

​6. Keep Your Board and Superintendent Informed

​7. Use Data to Confront Reality and Guide Action

8. Control Your Controllables

9. Learn from the Past

10. Lean on Early Adopters

FAQs about School Leadership

What is a School Improvement Plan?

Key takeaways

A strong school improvement plan gives schools clarity, focus, and a shared direction for meaningful progress.

The best practices for school improvement planning include using data well, setting a small number of high-impact goals, and selecting strategies that directly support those goals.

A school improvement plan works best when progress is monitored regularly, and the plan is adjusted as needed to keep improvement moving forward.

What is a School Improvement Plan?

What is the Purpose of a School Improvement Plan?

How to Create a School Improvement Plan

1. Use Data to Establish a Baseline

2. Identify the Goals That Matter Most

3. Establish Clear Ways to Monitor Progress

4. Choose Strategies That Work

5. Create Clear Action Steps, Timelines, and Roles

6. Make Your School Improvement Plan Clear and Accessible

7. Monitor and Adjust Progress

FAQs About School Improvement Plans

School Management: 8 Tips for Managing a School Successfully

Key takeaways

Successful school management involves creating an environment where your team gets it right together.

Trust, clear communication, and focusing on your mission simplify and improve daily decision-making.

The best decisions come when leaders rely on staff expertise and prioritize students’ needs.

8 Tips for Managing a School Successfully

6. Keep Your Board and Superintendent Informed

7. Use Data to Confront Reality and Guide Action

4. The Answer Is Already in the Building

Ohio DOE Progress Ratings of
Toledo Public Schools

Bridging Industry and Classroom