Using 21st Century Practices- Results of CEI’s Survey of Principals and Other Leaders

By Christine Mason How frequently are 21st Century educational practices used in schools? Which of these practices are used most frequently? Sixty-nine early respondents answered questions to a brief, nine-question survey on 21st Century Learning that the Center for Educational Improvement (CEI) emailed to principals and other educational leaders in May of 2016. The survey
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A Little Extra Light for Your Holidays

By Monica Jerbi. The holiday season can be exciting and fun, but hectic! All of us at the Center for Educational Improvement (CEI) hope that you find joy and peace among all the hustle and bustle, and we’d like to bring you a little extra light along with our seasons greetings. The video below is a
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The 40 Day Challenge: Part II

In the August edition of WOW! Ed and in The 40 Day Challenge: Part I blog post, I challenged you to discover where you fall on our “Heart Centered Scale” by writing down and focusing on the following five themes each day for 40 days: courage, confidence, compassion, consciousness (awareness), and community. I did the exercise myself, and here
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The 40 Day Challenge: Part I

In the August edition of WOW! Ed, I challenged you to write down and focus on five themes each day for 40 days: courage, confidence, compassion, consciousness (awareness), and community. Those of you who are following our heart-centered work will be aware that we are using these themes to drive social emotional learning (SEL) and social
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Ending Violence in Schools

The recent tragedy at Sandy Hook Elementary School in Newtown, CT, weighs heavily on my mind. Those of you who have followed Wow!Ed and the Center for Educational Improvement know that we are grounded in the concept of “heart centered education.” Since I have come to the National Association of Elementary School Principals, Gail Connelly,
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Drawing Students into the World of Literature

By Jacque Hayden, M.Ed., English Teacher at Hospitality High Public Charter School in Washington DC As a teacher of urban youth I have often been challenged with getting my students to read literature that they may not have been exposed to or may initially feel intimidated by. Building excitement, making real-world/life connections, and offering meaningful
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