Building a Better Worm Bin for Composting

There are plenty of options for raising composting worms in bins, from basic home-made boxes to high-tech structures that can be purchased at retail stores or through the Internet. I tried many types of worm bins before finally settling on a simple and effective version as the best for my purposes, and will share that design with you today.

This home-made worm bin is based on a Vermiculture workshop that I attended at the Rodale Institute several years ago and have I have managed to keep a colony of composting worms alive and well ever since then with no losses. By “no losses” I mean that the worm population did not die off or migrate out of the bin.

Achieving Care Free Success with Composting Worms

In addition the bedding has remained in good condition, the worms have multiplied, and the moisture levels have remained consistent without the extremes of drying out or becoming over saturated to the point of leaching liquids. My bin has been relatively care free; all I’ve done is feed the worms.

The only possible issue has been the infiltration of foreign soil organisms such as snails and other tiny creatures. Even this has not created a problem and probably could have been avoided if I had not introduced organic matter and some yard waste from the garden into the bin. On the other hand the diversity could actually be a sign of a healthy bin and nothing has grown out of control at this point.

Creating a Simple Worm Bin out of Recycled Materials

But let me get back to the worm bin itself and share how easy it is for you to make one for yourself. Most of the bins that you find will be made out of plastic or wood, but the material of choice for my bin is Styrofoam. Like the common Styrofoam coolers that you are familiar with, but I recommend recycling the Styrofoam shipping containers that you can find at pet stores. They are larger, sturdy, and used to transport aquarium fish and other critters to the stores.

The thing that makes Styrofoam ideal for shipping aquarium fish also helps create a great environment for worms; it’s the insulating properties! My worms love their Styrofoam bin. How do I know? Well besides them surviving, and multiplying, they never wander off even though my bin has large holes drilled all over it. That is all there is to the bin construction, you simply drill one inch size holes into the sides and bottom the Styrofoam tub.

Adding Bedding and Red Wiggler Worms to the Bin

I’ve come to wonder about the necessity of the holes, and in my next bin I may skip them altogether. Or maybe I’ll just place a single hole at one end of the worm bin just in case there ever is any excess moisture that needs to drain off, even though that hasn’t been the case since I began using this type of bin. I do keep a shallow tray underneath the bin to protect the floor and the bin itself sits on a few one by one wood strips to allow for air circulation.

When I first started this bin I used shredded newspaper that was moistened and a couple handfuls of garden soil. The soil added a bit of biology to an otherwise rather sterile environment and the newspaper made up the bulk of bedding material that the worms live in. Place a few inches of bedding on the bottom of the bin, sprinkle the soil across, and then add the composting worms to the center. Top things off with a few more inches of bedding, put the lid on, and your bin is ready to work.

Feeding the Worms and Basic Maintenance of the Bin

To feed I usually bury a thin layer of kitchen scraps in the bedding to start with. Over time as the bedding is converted into compost and castings I will just place the food on top over a third to half of the bedding surface of the bin. I also cut a piece of heavy cardboard to lay across the top of the bedding/food in the worm bin. The worms love scraps like salad mixes that are beginning to decompose, cantaloupe rinds, and they will even eat paper.

You can use a spray bottle of distilled or spring water to mist the bedding if it shows signs of drying out, but my bin has seemed to maintain enough moisture that I have not needed to mist it on a regular basis. Over time you will see the depth of the bedding rise as the worms convert the food scraps into rich, dark brown, castings. The worm castings are an amazing soil conditioner and plant fertilizer that will find many uses in the garden and I will talk more about that in the next article.

from Veggie Gardening Tips http://ift.tt/2bDdxw4

Chocolate Almond Breakfast Cookies

Chocolate Almond Breakfast Cookies are loaded with dark chocolate chips, almonds and coconut. They’re perfect for breakfast with a cup of coffee, or for a little afternoon snack.

Elle is officially obsessed with cookies. Whether she’s sneaking Daddy’s knock-off Thin Mints out of the freezer, or trying to scale the pantry shelves for an Oreo, the girl just loves cookies. The girl has also been very feisty lately.

She has transitioned from wanting help with everything to wanting help with nothing. And while letting her try new things like putting on her own clothes and rinsing conditioner from her hair, may take at least triple time, we’re trying to let her find her own way and become a little more independent. Meanwhile, we’re secretly sobbing inside wondering where our little babe went. She’s a lover of all things pink, sparkly toenails, and a hater of sticky fingers and ponytails.

(more…)

The post Chocolate Almond Breakfast Cookies appeared first on My Baking Addiction.

        

from My Baking Addiction http://ift.tt/2c4JY4o

PMP:034 Six Ways to Avoid Making Wrong Calls

I once knew a teaching couple who told me a funny story. They lived right across the street from a man who never seemed to go to work. During their breaks from school, the neighbor always seemed to be home; they would usually see him in cut-offs, working in his yard. They began to suspect […]

from Connected Principals http://ift.tt/2bBgH3x

September TBR List, and a Fail from August

Well nuts!  I thought it was a sure thing that I would get through all of my TBR list for August.  But, I didn't get to finish Smoke by Dan Vyleta.  It will go back into the mix for a hopeful finish before the end of the year.  Carving out those opportunities to really sink into a good book are becoming hard to find lately.  Life is so darn busy that now, when I need to read and relax more often, I'm not getting to it.  So I'm resetting for September, which I'm pretty sure will be a busy month as well.  

September's TBR list is a mix of books to review for publishers and books that have been recommended to me by friends.  I'm also thinking of taking a short trip into some quick reads that I absolutely loved in my childhood and are due for a post about childhood favorite reads.  I will be taking a nice, long (but busy) vacation in October, so I may set the way back machine and bring back reviews I posted from years past.  I've read so many wonderful books it will be hard to choose what to re-post!

Without further ado, here's what I've got on tap to read and review in September:

A teen novel that turns the story of Jane Grey into one crazy ride

The sequel to Girl Waits With Gun

The buzz is incredible! 

Takes place in small town Iowa with a family tragedy that isn't all that it seems

A fictional account of Einstein's wife

Recommended by a friend--magical realism!  

 

 

 Well, I've got rather a bit much on my plate.  Not really a surprise, now is it?  I'm excited to dive into each one.  Stay tuned for reviews!

from Bookalicious Babe Book Reviews http://ift.tt/2cpMVjh

How to Have Unshakable Confidence in the Classroom

Sometimes it's really tough to be confident in the classroom. 

Especially if you're a brand new teacher? You've never done this before. You don't have a history of successes to prove to yourself that you can be good at this.

Or what if you're not a new teacher, but you have that class. You know the one. Every second feels like a struggle to maintain control. I remember having nightmares, literally, about one of my classes. It was 7th period during my second year teaching. Those students learned very little. Neither did I. I was just trying to survive. My confidence was shaken.

How can you be confident when a student, colleague, or even your principal makes a comment filled with doubt about your ability to teach? You feel completely inadequate and begin to question if you're even meant to do this.

And when it comes to confidence, it might seem like the rich get richer and poor get poorer. Success builds upon success, right? A lack of confidence results in all sorts of classroom practices that aren't helpful. You try to be the cool teacher. You fail to set boundaries. You lash out in anger. It even extends beyond the classroom. You're short tempered with your loved ones. You feel overwhelmed. You don't want to get out of bed in the morning. Lack of confidence tends to manifest itself in all sorts of harmful ways.

And then, when things go wrong as a result of your decisions, your confidence is shaken even further. You make even more poor decisions. And the cycle continues.

You need to be confident to be successful in the classroom. But you need success to help you feel confident in the classroom. It's a terrible Catch 22.

But let's look at this more carefully. Maybe it doesn't really work this way. Maybe our confidence doesn't have to be based on our success or lack of success.

The Truth About Confidence

1. Just because you have success in your classroom doesn't guarantee you will be confident. You probably know a teacher who all the kids love, who has amazing lessons, and who is respected by all her colleagues, and yet she still seems to lack confidence. And conversely, you've probably known teachers that weren't very successful and still seemed to be confident, even though they really didn't have much to be confident about. What the heck!?!

Could it be that confidence isn't determined by the external success you have as a teacher? Is it possible that confidence is actually more about our perception of ourselves regardless of any external results?

2. And since our confidence doesn't have to be dependent on any external reality, perhaps improving our external results won't guarantee an increase in confidence. Just because you have a better class, or get a compliment from your principal, or feel liked by your students, doesn't guarantee you'll be more confident.

You've probably experienced this before as an educator. You've received compliments, gotten recognition, or taught a killer lesson but still didn't feel more confident. If we don't have that internal confidence, we just write off our success to chance or give someone else the credit.

3. Confidence is a way of feeling. It seems we're all born with it. Ever see a toddler who wasn't confident? Somewhere along the way we start to lose it. It's based on our sense of self—how we see ourselves. For a teacher, confidence is the belief that you have everything you need to be successful with your students. It's the feeling that you are fully equipped to be successful now and in the future. A teacher without confidence feels that they lack the knowledge, skill, or personality, etc. to be successful in the classroom. It can drive all sorts of behaviors that are not helpful.

One solution is to just convince yourself that you have everything you need to be successful. You just tell yourself you lack nothing. If you say it enough times, maybe you'll start to believe it. 

While some positive self-talk can be useful, it's not helpful to just pretend we don't have weaknesses. In other words, acting confident can lead to increased confidence. Fake it till you make it. But it doesn't work to ignore areas where you need to improve. You have to honestly self-reflect to grow and reach your potential.

So what is the answer to find peace and confidence in the classroom? It's not to pretend you don't have any weaknesses. Or act like you have everything you need. The answer is to recognize what you lack, but to accept and be comfortable with the ways in which you don't measure up.

You may not have good classroom management...yet.

Your students may not be motivated or engaged...yet.

Your relationships with some of your students may not be great...yet.

You may not have great technology skills...yet.

You might not be very organized...yet.

But if you can be comfortable with who you are right now, in spite of what you lack, then you can continue to grow and press forward. That's what it means to embrace failure. It's not that we are happy to fail. We just see our failures as part of a process of growing. When we embrace our failures it allows us the freedom to take risks, to fully engage without fear, and to care about our students unconditionally. You don't have to worry about the judgment of others.

So lean in to your shortcomings. When you start to feel sad, alone, or insufficient because of a failure in the classroom, remind yourself of the opportunity to grow and learn. No one has it all figured out. To be confident, we have to believe the best about ourselves in the moment and use our failures to our advantage.

Question: How will you grow your confidence as an educator? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

        

Comments

• Comments

Related Stories

• Too Many Want To Quit As Soon As It Gets Hard
• Does Your School Build Dreams or Crush Them?
• 7 Reasons for Teachers to Be Enthusiastic About a New School Year

 

from Connected Principals http://ift.tt/2c71K5J

Collaborate, don’t dominate…

We don’t have cable (sob!) but we, luckily, have an apple tv where I can watch the NFL network at my whim. This past week while cleaning, I was watching/listening to a show called “NFL Fantasy Live“. I finally had to come sit down and listen after hearing the hosts and their guests to see [...]

from Connected Principals http://ift.tt/2bAmmoR

Spoon-Fed Learning

Speaking about the opportunities there are for learning in our world today through technology, I asked educators in the room to do a “Twitter Video Reflection” and share their learning back to the hashtag.  Since many of them were new to Twitter, they didn’t know how to do it, so I decided to not help them.

Not a type…I decided to not help them.

Here’s the thing…they all figured it out. Some took longer than others, and some figured it out after they saw that someone else could.  I actually think it went faster than if I would have shown them step-by-step.

Too often we talk about how we want to develop learners as students, but we still set up too much of our professional development where we will walk people through every element of any type of learning.

The balance of supporting and pressuring needs to be place; we can not spoon-feed learning to the adults in the room, or we model the exact opposite of what we say we want from our kids.

• November 12, 2015 Professional Development and Professional Learning #miamidevice
• January 18, 2014 3 Things We Should Stop Doing in Professional Development
• September 20, 2013 Leading Innovative Change Series – A New Staff Experience
• June 5, 2016 Figure It Out Yourself
• June 7, 2016 6 Ways to Use Twitter To Enhance In-School Professional Learning

Source: George Couros

from Connected Principals http://ift.tt/2bPHwgn

Spoon-Fed Learning

Speaking about the opportunities there are for learning in our world today through technology, I asked educators in the room to do a “Twitter Video Reflection” and share their learning back to the hashtag.  Since many of them were new to Twitter, they didn’t know how to do it, so I decided to not help them.

Not a type…I decided to not help them.

Here’s the thing…they all figured it out. Some took longer than others, and some figured it out after they saw that someone else could.  I actually think it went faster than if I would have shown them step-by-step.

Too often we talk about how we want to develop learners as students, but we still set up too much of our professional development where we will walk people through every element of any type of learning.

The balance of supporting and pressuring needs to be place; we can not spoon-feed learning to the adults in the room, or we model the exact opposite of what we say we want from our kids.

• November 12, 2015 Professional Development and Professional Learning #miamidevice
• January 18, 2014 3 Things We Should Stop Doing in Professional Development
• September 20, 2013 Leading Innovative Change Series – A New Staff Experience
• June 5, 2016 Figure It Out Yourself
• June 7, 2016 6 Ways to Use Twitter To Enhance In-School Professional Learning

from Connected Principals http://ift.tt/2bE9Bqz

Peach Crumb Bars

Peach Crumb Bars have a shortbread-like crust, cinnamon-spiced peach layer and a brown sugar crumb topping. So perfect for summer! Recipe contains a gluten-free option.

I normally go for bar recipes that use the same mixture for the crust and topping, like these caramel apple cheesecake bars. They’re just simpler! Having one less bowl to clean is always a good thing, right?

Well, these peach crumb bars aren’t one of those recipes. You have to make a separate crust and topping. It’s worth the extra step, though – I promise! It really only takes an extra three minutes to make the topping and you can reuse the bowl you used to make the crust.

(more…)

The post Peach Crumb Bars appeared first on My Baking Addiction.

        

from My Baking Addiction http://ift.tt/2c07zmE

The Violinist's Thumb by Sam Kean

DNA.  Genes.  What makes us human.  Well, we aren't very different from chimpanzees; only a few genes separate us on the big scale.  It's all very interesting, and a bit hard to follow in the nitty gritty scientific bits, but overall, this was a very enjoyable scientific book for anyone who is interested in genes and the story of humans.

Sam Kean has some pretty good stories in the chapters to demonstrate the wild and wacky ways of nature and the complexity of DNA.  If you're like me, and use the terms DNA and genes interchangeably, well...they are two different things.  Genes are in DNA, and they are inherited from our parents. They determine traits we will receive from each parent.  DNA is basically the giant cloud that holds all the genes.  I could go into chromosomes, but I won't.  Some parts of the DNA/gene science explanations went right over my head.  What I loved were the stories Kean told.

Like the story of Paganini, often lauded as the best violin player ever known to man.  He was pretty brilliant, and could play like no other.  The reason for this was because of his crazy uber-flexible fingers and hands.  He could play parts of the violin that no one else could.  What no one realized was that he suffered from what is now known at Ehlers-Danlos Syndrome.  People who have this syndrome can't make collagen, which makes their joints hyper-flexible.  It also causes skin to thin and become very sensitive; bowel issues, vision impairment, and a host of other problems.  People thought Paganini sold his soul to the devil in order to play so magnificently.  

Did you know that the liver of a polar bear is toxic to humans?  You may think, "Why would I ever have to worry about this?" and that's a fair question.  But, early explorers of the Arctic Circle found themselves chosing between starvation or feasting on polar bears (who were also feasting on the men).  After eating the liver of a polar bear, an expedition became violently ill; vomiting, dizziness, sensitivity to sunlight, and the most spectacular of all, sloughing off of skin.  It seems the polar bear's liver stores an enormous amount of vitamin A, and through thousands of years of evolution, the polar bear has adapted to eating seals (who produce a lot of vitamin A in order to continually replenish skin cells to stay warm) without becoming ill themselves.  After all, seals were the only food source polar bears had, way up North.  It was either adapt or be starved out of existence.  Pretty cool!

There are loads more stories in The Violinist's Thumb on odd genes and why they do what they do.  I had a hard time at first getting through the scientific bits, but soon became deeply interested in reading all of the stories about people and animals who are living proof that we continue to change, yet stay the same, on a cellular level.  

This is a great book for any high schooler or collegiate who is showing interest in science, biology, or even archaeology and forensics.  There are so many new fields of study popping up because of the interest in genetics that most anyone will find this book fascinating.  

Rating:  7/10 for a scientific book that explains science for the masses, along with pretty cool stories that show our genetic quirks in action.  

Available in paperback, e-book, and audio.

from Bookalicious Babe Book Reviews http://ift.tt/2bviouJ

The Most Important Part of the Learning Environment

Over my summer travels, I have heard this quote several times (attributed to Haim Ginott but may have been adapted from Goethe):

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

In the quote that is originally attributed to Johann Wolfgang von Goethe, this part resonates:

“If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.”

As talk about learning spaces and learning environments becomes more predominant in education circles today (as it should), we must not forget the importance of a loving and caring educator in the room.  One that has the ability to build rapport, give and gain trust, provides support, and pushes, all at the same time.

Every time I walk into a teacher’s classroom, I am reminded of how hard the job is.  There are so many different things educators need to be, all at the same time.  Simply put, the job is exhausting.  But the job of educator is one of the most important in the world because the great educators not only see what students can become, they often help get them there.

• April 25, 2013 What’s the measure?
• June 28, 2013 The Prophets In Your Land
• August 28, 2015 Finding the Genius
• August 11, 2016 Grades Do Not Tell the Story of a Child
• March 12, 2014 3 Things That Should Never Change in Schools

Source: George Couros

from Connected Principals http://ift.tt/2c12qKx

The Most Important Part of the Learning Environment

Over my summer travels, I have heard this quote several times (attributed to Haim Ginott but may have been adapted from Goethe):

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

In the quote that is originally attributed to Johann Wolfgang von Goethe, this part resonates:

“If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.”

As talk about learning spaces and learning environments becomes more predominant in education circles today (as it should), we must not forget the importance of a loving and caring educator in the room.  One that has the ability to build rapport, give and gain trust, provides support, and pushes, all at the same time.

Every time I walk into a teacher’s classroom, I am reminded of how hard the job is.  There are so many different things educators need to be, all at the same time.  Simply put, the job is exhausting.  But the job of educator is one of the most important in the world because the great educators not only see what students can become, they often help get them there.

• April 25, 2013 What’s the measure?
• June 28, 2013 The Prophets In Your Land
• August 28, 2015 Finding the Genius
• August 11, 2016 Grades Do Not Tell the Story of a Child
• March 12, 2014 3 Things That Should Never Change in Schools

from Connected Principals http://ift.tt/2bJVRxC

One Simple Strategy to Overcome Resistance to Your Vision

One of the most important parts of leadership is communication. And no matter how much you try to communicate, it seems there is always room for improvement. But why is it that so many new ideas flame out before they really get established?

In Adam Grant's book Originals: How Non-Comformists Move the World, he writes about the exposure effect. People tend to gravitate to ideas or methods that are more familiar, while they tend to avoid things that are less familiar.

The mere exposure effect has been replicated many times—the more familiar a face, letter, number, sound, flavor, brand, or Chinese character becomes, the more we like it. It's true across different cultures and species; even baby chickens prefer the familiar. My favorite test was when people looked at photographs of themselves and their friends that were either regular or inverted, as if seen in a mirror. We prefer the regular photos of our friends, because that's how we're used to seeing them, but we like the inverted photos of ourselves, because that's how we see ourselves when we look in the mirror. "Familiarity doesn't breed contempt," says serial entrepreneur Howard Tullman. "It breeds comfort."

The exposure effect might explain why teachers tend to teach as they were taught. And why parents can get a little anxious when their child's schooling deviates from what they experienced as a student. It might also explain why new ideas may not gain traction right away, even if they are great ideas that might be game-changers for student learning. People need time to warm-up to a new idea, and the research seems to prove it.

So if you want to move your vision forward, you have to help people become more comfortable with the vision. You have to overcommunicate the vision. But usually the opposite happens. Leaders often communicate far too little and too infrequently. Grant writes that leaders tend to assume everyone else is familiar with their ideas. They spend hours thinking about the vision from just about every angle. It seems easy to the person most familiar with it.

You know the lyrics and the melody of your idea by heart. By that point, it's no longer possible to imagine what it sounds like to an audience that's listening to it for the first time.

It's easy to forget the perspective of the audience. But perhaps they aren't on Twitter all the time discussing the topic. They might not be constantly engaged in conversations with other forward-thinking educators. They may not have the opportunity to go to as many conferences or attend as many workshops. To them, the message seems foreign and difficult to understand. It's hard to take the message and fit it with their current thoughts and ideas. You possess a clarity they do not.

As I read this part of the book, I was reflecting on my own communication as a leader. I can actually think of lots of ways I've failed to consistently communicate our vision. It's easy to add just one more thing and make our goals too complex. Then the communication is just a muddled mess of one new idea after another. There isn't opportunity for people to really adopt an idea, get behind it, and see how it works in their world. The next new thing is just around the corner.

Just last year, our district admin team was reading Finding Your Leadership Focus by Doug Reeves. But in spite of the study of priorities, I don't think we eliminated a single initiative. We just continued spinning plates. You work on spinning a few over here, and then give attention to some others before they come crashing down. Because nearly everything seems to be a priority, in reality it means that nothing is a priority. We are killing any chance at a transforming vision by initiative fatigue.

Retrieved: http://ift.tt/2bKecw4

But I actually thought of one example that was a success. So let's focus on the positive, right? 

In the years leading up to our 1:1 initiative, we didn't have the budget to make it happen. We just didn't have the money. That provided plenty of time for staff to warm-up to the idea. They heard me tell stories of other schools who were going 1:1. I constantly was dreaming about how awesome it would be when all of our students had consistent access. I talked about it a lot. And other people talked about it too. I think all those years helped most everyone embrace the idea. Our budget woes may have been a blessing in disguise. The delay was probably helpful in setting the stage for the success of 1:1 at BHS.

In the fall of 2015, when 1:1 became a reality, we totally hit the ground running. I'm not saying it was perfect. But the buy-in was at a high level, and our digital transformation was off to a great start. For several years, our team was getting ready for this future reality. There was plenty of time to become familiar with the concept of 1:1, why it was important, and how it could be helpful in each classroom. We communicated the 'why' of 1:1 over and over again. 

As Grant suggested, "If we want people to accept our original ideas, we need to speak up about them, and then rinse and repeat."

So as your leadership team plans to move your vision forward, consider the importance of the exposure effect. Really listen to the feedback from your team to understand how the ideas are being received. And make sure you don't underestimate how much exposure your audience needs to understand your vision and embrace it.

When Harvard professor John Kotter studied change agents years ago, he found that they typically undercommunicated their visions by a factor of ten. On average, they spoke about the direction of change ten times less often than their stakeholders needed to hear it. In one three-month period, employees might be exposed to 2.3 million words and numbers. On average during that period, the vision for change was expressed in only 13,400 words and numbers: a 30-minute speech, an hour-long meeting, a briefing, and a memo. Since more than 99 percent of the communication that employees encounter during those three months does not concern the vision, how can they be expected to understand it, let along internalize it? The change agents don't realize this, because they're up to their ears in information about their vision. 

So as a result of Grant's ideas, I'm considering ways I can be more consistent, focused, and systematic in my communication. I need to refine the message and then use the "slow-drip method" to keep it in front our staff. And I want to listen to feedback and revise the vision as needed. Ultimately, the vision should belong to the team. It's really about giving an idea time to "percolate" so there is opportunity to process, evaluate, and ultimately act upon it.

An unfamiliar idea requires more effort to understand. The more we see, hear, and touch it, the more comfortable we become with it, and the less threatening it is.

Question: What are ways you are communicating a focused message to your team? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

        

Comments

• Comments

Related Stories

• Does Your School Build Dreams or Crush Them?
• 7 Questions To Guide Decisions Of School Leaders
• Too Many Want To Quit As Soon As It Gets Hard

 

from Connected Principals http://ift.tt/2bsPoqf