Sponsor Update – April 2026
Sponsor Update – April 2026 Read More »
Maureen Barbessi’s “Why” in Education
As part of our ongoing strategic planning work with The National Charter Schools Institute, our Education Division has been taking time to reconnect with our “why”—the personal purpose that drives each of us in education. This reflection has reminded us that behind every role and every initiative are powerful stories rooted in service to students
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Learning Differences in Reading, Writing, and Arithmetic… OH MY!
By Sandra Harris, School Improvement Representative Think of a time when you wanted to ask for assistance but didn’t feel comfortable in doing so! Now, think of a moment when you just needed extra time to perform a given task, but as you looked around, everyone else completed it! Now, think of how it made
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Mindy Farry Shares Her “Why”
As part of our ongoing strategic planning work with The National Charter Schools Institute, our Education Division has been taking time to reconnect with our “why”—the personal purpose that drives each of us in education. This reflection has reminded us that behind every role and every initiative are powerful stories rooted in service to students
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Do Hard Things
By Dane Puterbaugh, School Improvement Representative If you have ever attended a professional development session with me in the last three years, there is a good chance you have heard me talk about the “stress-as-enhancing” mindset study published in Nature in 2022. I love this study. If my wife found out how often I think about this
Sandra Harris on Purpose, Positivity, and Impact
Our Education Division has been working on strategic planning with The National Charter Schools Institute. A key part of the experience has been reconnecting with our “why” in education, a reflection on the personal purpose that drives our work. We’re excited to share our stories in upcoming Sponsor Updates. This month, we’re featuring Sandra Harris,
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High Expectations, Joy, and Thriving in Urban Schools
By Illie Massey, School Improvement Representative Early in my work with urban schools, I visited a building that had been labeled “low performing” for years. The hallways were quiet, student work was minimal, and much of the instruction I observed centered on remediation. In one classroom, a teacher shared, almost apologetically, that she avoided grade
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