3-2-1: On the root cause of poor decisions, how things stick, and a simple equation for success
Lessons are unlikely to stick unless they are repeated.
Behaviors are unlikely to stick unless they are repeated.
Love is unlikely to stick unless it is repeated.
The practice solidifies.”
II.
“Many of the moments when you think, ‘I wish I had handled that better,’ or ‘I should have seen that more clearly,’ aren’t really about poor judgment. Often, the root cause is either rushing through the task or skipping basic self-care.
Get an extra hour of sleep. Stop trying to do so many things at once. Go for a walk or get a little exercise. Take a breath and actually think for a minute.
You can do a few things well. You can’t do everything well. If you keep scattering your attention across seven different priorities, you’ll keep making mistakes that your rested and thoughtful mind would never make.”
4 ways to make sure bosses don’t fumble on feedback
t’s a common gripe that most bosses could be better at offering feedback — and not fumble it. But there’s another type of feedback fumble that drives employees round the bend — being bad at receiving feedback. While bosses are often saddled with the official duty of offering feedback to their employees, they’re certainly not the only ones with opinions. Employees also have observations and ideas on how to improve processes. They have feedback to offer as well, but the boss may never ask for it — and that’s a fumble.
States Are Experimenting With Teacher Pay Again—But the Focus Isn’t Just Test Scores
After a brief period of inactivity, more states and districts appear open to the idea of giving teachers additional pay for taking on certain kinds of roles or accelerating student achievement—with experiments and full-fledged programs under way in Arkansas, Louisiana, Texas, and Utah, among others.
The idea of “performance” or “merit pay”—setting teachers’ compensation in part on their students’ achievement—has a long and contentious history. Advocates have long claimed it rewards the most effective teachers and encourages them to stay in the classroom, while critics argue models often use narrow, ill-fitting test measures for teacher quality and competitive bonuses discourage teachers from collaborating.
What school leaders should expect in the 2025-26 Supreme Court term
After a K-12-heavy docket last term, the U.S. Supreme Court is once again gearing up for a new session beginning Oct. 6.
In recent years, the high court has drastically shifted the education landscape through landmark decisions related to issues like affirmative action and prayer in schools. It’s also weighed in on important K-12 issues applying to daily school operations like parental opt-outs and student discrimination disability claims.
With a Title IX case on its docket for this term, Supreme Court justices once again have an opportunity to make a dent on student civil rights issues — and on one that has taken center stage under President Donald Trump’s U.S. Department of Education.
Brain Development Signals Reading Challenges Long Before Kindergarten
Given the complexity of the process, it’s astonishing any human has ever mastered the ability to read. Although written language is ancient — we’ve been at it for roughly 5,000 years — it’s not an innate skill. There is no “reading center” in the brain; human brains aren’t designed to automatically decipher the symbols on a page that add up to reading.
And yet, new research shows that the skills needed for reading begin developing before a child is born, and that signs of reading challenges can emerge as early as 18 months old.
A superintendent who sees himself as the ‘shepherd’ of his flock
At Texas’s La Porte Independent School District, Superintendent Dr. Walter Jackson doesn’t want to be recognized for leadership, but for being a gentle, kind soul.
“I only set out to do this work because I felt a deep calling in my life to lead, to listen, to love and to learn with the people with whom I have given custodial care,” Jackson says.
Part of that work includes being visible throughout his schools every day, ensuring each of his 7,200 students has a personal connection with their superintendent. He calls it “leading by loving the people.”