Where Action Research Meets Community of Practice in Grading Redesign Grading redesign work rarely fails because educators do not care. It stalls when people are
At Crescendo Education Group, we partner with schools and districts to make grading more accurate, fair, and motivating for every student. A common question we
In my own 8th-grade ELA middle school co-taught classroom in central Maryland, I have recently come to the belief that students often experience learning as something
Ahh, May! Mental Health Awareness Month. I always have mixed feelings about this month. I believe the more knowledge and awareness we have, the more
I come from a family of many teachers, and I did the legwork to get (hopefully) most of it right: 2 Preschool Teachers 3 Elementary
New Year, New Possibilities Ahh, the first month of a brand new year! Everything feels new and promising, a blank slate, or, in the words
As facilitators and client managers here at Crescendo Education Group, we have met with a wide and diverse breadth of school leaders nationwide from a
Who makes decisions in schools? Principals frequently promote “shared decision-making” or “distributed leadership” as a signal to teachers that their voices matter. A principal knows
“Doubting their own professional judgment, teachers often believe that grades calculated from statistical algorithms are more accurate and more reliable.”–Thomas R. Guskey Teachers, as trained
With all of the pressures and demands on teachers, principals, and districts, why focus on improving how we grade? Grading is more than the final
Search our site for legal insights, services, or resources.
