• I teach! My content is AP Human Geography and Constitutional Law. My students are the center of the work and are 15-16 years old in AP Human Geography; they are also 17-18 years old in Constitutional Law. The process we use in both classes is a flipped Socratic seminar pedagogy.
• We have four groups of five students in each learning team. In the next three months, each team will select a different book from an esoteric list of 25 recommended content rich texts. Each class then...

• My role is unique in contemporary education: I teach and lead. It is as easy as birlingdown a raging river drinking hot tea! The role adds meaning to "walking and talking the talk". While there are a myriad of reasons to say that can't happen in my organization because we are too large, we are too small, we are too diverse, we are too international, or we are too specialized, the reality is that I have always been a teaching principal in schools as large and diverse as 3400 and as small...

• As educators, we hear and even banter the phrase "life-long-learning". What does it mean and how does it apply to me as a teaching principal? Certainly, I have any number of excuses to say, "I am a life-long learner as I have my dual roles." Or, I can always quip, "I am busy enough with these dual roles and of course I am always learning! I am after all, a teacher with a myriad of lessons and faculty demonstrations of my teaching." But to really be a life-long-learner, I believe there...

Whether you are a counselor, school psychologist, or classroom teacher, your job involves identifying potentially gifted students. Depending on where you work, you may also be responsible for screening and testing students for a gifted program.

Either way, you need to be on the lookout.

So what do you look for anyway when trying to identify giftedness? While each school district will have different criteria and guidelines, I thought it would be helpful to dedicate...