Education Leader Network Professional Development eBulletin
February 5th, 2014
for Leaders in Education 

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In This Issue
Districts Weigh Blended Learning Costs and Savings
Anita Archer Presents: Scaffolding Reading Comprehension of Narrative, Argumentative, and Informative Text
A Little Humor Goes a Long Way...

Ten Things that
Matter from
Assessment to Grading
by Tom Schimmer

Ten Things that Matter from Assessment to Grading outlines the big ideas of assessment so teachers can prioritize where to refine their practice. Structured in standalone, quick-read chapters, its flexible approach lets readers choose the material that matters most to them. Chapters tackle concepts such as descriptive feedback, differentiated instruction, student ownership and grading accuracy.

Instructional Leader on the Go...

Each PD eBulletin gives the busy district or school-level leader brief, practical, free, high quality learning opportunities in a variety of media formats.


Districts Weigh Blended Learning
Costs and Savings

One of the earliest hopes for blended learning-along with the promise that it would nurture students' technology skills and foster personalized instruction-is that it would help schools and districts save money.

But those who have studied strategies for combining online and in-person instruction say that there is no simple recipe for producing savings and that the potential for cost-cutting, or added expenses, linked to blended approaches depends on myriad factors at play in individual schools and districts.


Anita Archer Presents:
Scaffolding Reading Comprehension of Narrative, Argumentative, and Informative Text

Strategies for Teachers and Students
February 5, February 19,
& March 5, 2014


Three Part Webinar Series from the
Alaska Staff Development Network


Dr. Archer will present research-validated procedures for scaffolding reading comprehension of narrative, argumentative, and informative text that can be used BEFORE reading a passage (e.g., teaching the meaning of unknown vocabulary, teaching or activating critical background knowledge, and previewing passages), DURING passage reading (e.g., asking text-dependent questions, scaffolding higher order questions, having students generate questions, teaching comprehension strategies) and AFTER reading a passage (e.g., leading students in a discussion of the passage, summarizing information using graphic organizers, introducing strategies for responding to written questions, having students write a summary or comparison of the passage.) Dr. Archer will model each of the practices and illustrate the application of these procedures to example passages.

Click here to learn more!  


A Little Humor Goes a Long Way...

Kids React to Viral Videos:
Richard Sherman's Post-Game Rant