Some 87% of school leaders reported phishing or email compromises, a report from top cybersecurity groups found.

I was wrong – or at least partly wrong – when I used to tell schools that hope is not a school improvement strategy. If a school saying they “hope to improve” means they have set clear goals,…

A meeting can feel incredibly productive without actually producing very much. We talked. We shared ideas. Everyone contributed. We may have even scheduled another meeting. But when people walk out of the room, what is actually different? This week, we look at one of the easiest traps in school leadership: confusing conversation with progress. Some meetings absolutely need to happen. The problem isn't meetings themselves. It's putting people around a table without being clear about what the work is supposed to accomplish. We explore why repeated conversations carry a cultural cost, how poor follow-through causes people to slowly disengage, and why leaders should match the communication tool to the work. Sometimes the answer is a meeting. Sometimes it's an email. Sometimes three people simply need 15 minutes together. The question isn't whether we met. It's whether something moved because we did. What You’ll Hear: • Why productive conversation isn't always productive work • The cultural cost of repeatedly reopening the same issues • How to decide between a meeting, an email, or a smaller conversation • Why every meeting should leave something different behind 🎧 Listen to Your Morning Boost: https://push.fm/fl/yourmorningboost

A guide to educational technology for school leaders, CTOs, teachers and families: evidence, LMS, buying, funding, privacy, cybersecurity and accessibility. The post Educational Technology: A Guide...

An assistant principal considers two things when coaching a teacher—the visible elements of the lesson and the invisible element of the teacher’s mindset.