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ASCD Express is the association's free e-newsletter. Published twice a month, this resource seeks to give educators practical, actionable strategies and information from the most reputable sources—the colleagues and experts working in the education field. ASCD Express content is developed and curated for brevity and relevance to the real experiences of working educators.
ASCD Express seeks brief, practical content. Article submissions typically range from 600 to 1,000 words, and multimedia submissions should be no longer than 10 minutes. Please send submissions to express@ascd.org.
We welcome research-based submissions as well as your own examples from the classroom and advice about how to adapt successful strategies or overcome challenges, whether as a teacher, administrator, or specialist.
Read our list of upcoming themes, and consider publishing in ASCD Express. When submitting articles, please write the issue theme in the subject line of your e-mail to express@ascd.org.
denotes a theme that corresponds to an issue of Educational Leadership.
A great school depends on great leadership—from administrators and from teacher leaders. This issue will look at what it takes to develop and support outstanding leaders throughout a school. Articles will address such topics as the qualities and skills today's school leaders need; strengths and weaknesses of current leadership preparation programs; and how practices like internships, coaching, and teams can support new leaders. How can we reduce principal turnover? Help new principals hit the ground running? Evaluate school leaders in ways that support growth? How are teacher leaders taking on various roles, such as peer evaluator, coach, advocate, PLC facilitator, and curriculum developer? What kinds of job-embedded supports benefit leaders?
Submissions closed
Bullying can be hard to pinpoint because it manifests in both diffuse and acute ways. Awareness of certain types or targets for bullying may mask other, more subtle forms of on-going harassment. As educators, our own generational or cultural differences from our students can also make it hard to decode bullying and design authentic interventions. Recognizing that new strategies are needed to confront the problem, some schools are adopting student-driven approaches to bullying. This issue will share how educators are unpacking school climate and culture to expose bullying blind spots, and the steps they took to move from awareness to action. Are there areas of your school where bullying goes undetected? How do you address methods of bullying that might not be as apparent as overt name-calling or physical intimidation? Which data sources help you define and measure bullying? How do you make your schools safe for your most vulnerable students? What does a culturally-responsive approach to bullying look like? What role do students play in calling out abuse, and how can student-centered models for resolving interpersonal drama take hold? From big steps to small, we want to hear how you're targeting bullying in all its forms.
Learning unlocks the world, and that's something Pulitzer Prize winning author Ta-Nehisi Coates wishes he'd realized earlier. "Not getting shot and not going to jail simply wasn't enough to make me want to succeed in school. No one ever told me about Paris. No one I knew had ever been." Language, literature, and journalistic accounts are just a few of the avenues for bringing the world to your classroom. How do you apply a global lens to teaching and learning? How do you invite students to explore and share their own culture and experiences? What types of exchanges or field experiences are the most meaningful and why? What are some authentic methods for learning another language? Using resources like the Pulitzer Center or the Global Oneness Project, how can educators leverage storytelling as a passport to different places and perspectives? Tell us your best strategies for making the people, places, and issues "out there" relevant to the students in your room.
From the hissing of the lawns, to the arc of a roller coaster, to the gadget-filled blockbusters—STEM learning seems to be everywhere in the summer. Are you planning to expand your STEM repertoire, this summer? How might you import new knowledge and skills into your classroom? Have past summer experiences generated innovative STEM lessons or activities? Summer months can inspire maker spaces, school gardens, coding curricula, and museum partnerships. Tell us—what will you do with these wild and precious days?
To some degree, change is a constant in K–12 education—but it seems particularly prevalent right now. Rapid advances in technology, evolving instructional and assessment priorities, expanding options for curriculum resources, shifting student demographics, a new federal education law, and a new presidential administration—all of these are putting tremendous pressure on educators to prepare for and adapt to change. So how do you do it? As our readers take time to think ahead to the coming school year, this special online-only issue of Educational Leadership will feature best practices and personal reflections on how educators can both gear up for and proactively lead change in their schools. How can school leaders successfully implement new policies or instructional requirements? How can they bolster staff morale amid organizational change or outside pressure? How do teachers prepare to take advantage of new technology resources? What specific innovations, whether in the curriculum or in your approach to instruction, are you or your school planning for the next school year? What's next in education, and how are you or your staff getting ready for it? Share your stories and advice.
It's easy to assume that what motivates us will motivate others. Stanford sociologist Rob Willer studies this phenomenon in terms of the United States' growing political divide. "When we go to persuade someone on a political issue, we talk like we’re speaking into a mirror," Willer says. For educators, the same can be true of our approach to student engagement and motivation. To move students, we must know what moves them. What have you learned from trying to motivate students? Have you had to rethink your methods? How do you get to know your students' motivators and deflators? How do you change up your game to reach even the most checked-out students? What roles do grades, competition, and choice play in your motivational matrix? How can schools help students unlock what motivates them and use it to persist in school (and life)?
Submissions due: June 15
Rather than an act of domination, a good argument can be "an invitation to collaborate, to reason together and, perhaps, to find and inhabit common ground," writes Notre Dame English professor, John Duffy. This issue will look at how teachers are helping students approach argument writing with a sense of inquiry—generating relevant questions or claims that are supported with clear reason and vetted evidence. How do you engage students in crafting different types of arguments? What processes do you teach for evaluating an argument's strengths and weaknesses? Being able to write a good argument is an expectation of all high school graduates; how do you relate this core competency to students' future work in college and careers? No matter your grade level or content area, we want to know the strategies, tools, and lessons you're using to help students write better arguments.
Submissions due: July 1
Empathy in schools is often discussed in terms of personal relationships, school culture, and school climate. But the "ability to understand and share the feeling of another" has academic applications, as well. Empathy is the first stage in design thinking; problem-solvers are expected to learn about the values and needs of the audience for whom they are designing a solution. And the study of the past, cultural difference, or social problems can require students to understand other people or times through an empathetic lens. For some teachers, valuing empathy as a 21st century skill comes easy. How to authentically embed empathy in academic content, however, is less clear. What are some methods for combining empathy and academic inquiry? Which topics, in particular, require students to take an empathetic stance? What does empathy help us do as learners? Should schools teach empathy in academic content, or does this cross a line for some families?
Submissions due: July 15
When it comes to helping students succeed, schools can't do it alone. But gaining family support and involvement can present challenges in today's busy and often partitioned world. This issue will explore successful partnerships between schools and families and other initiatives to strengthen the role of families, especially families who have traditionally felt estranged from schools. As families become more diverse, what can schools do to help all members feel welcome and empowered? What kinds of family supports and guidance are most useful? What new kinds of communication, including revamped report cards, interactive conferences, and online tools, are schools developing to build ties with families? And when conflicts occur, how can educators defuse tensions and make sure all sides feel their voices are heard and respected? Articles will focus on specific challenges and the solutions developed to address them.
Submissions due: August 1
Don't let the name fool you; there's a lot of teaching going on during independent reading. That's because the habits that make good readers – the ability to make connections to and between texts, flag when our understanding breaks down, apply strategies to persist in a challenging text, and even choose what to read, in the first place – incubate under carefully-constructed classroom conditions. How teachers assemble classroom libraries, set a focus for reading, provide methods for on-going reader response and accountability, give feedback on reading goals, and design opportunities to discuss reading all help students develop into skilled, autonomous readers. What are the expectations for independent reading in your classroom, and how do you guide students to this achievement?
Submissions due: August 15
Talk about a life skill! When schools foster students' ability to analyze key features of a problem, envision various approaches, marshal resources, and shape a solution, they give them competencies that feed achievement in many disciplines and areas of life. Whether it involves designing a new product or process, inquiring into environmental problems, applying mathematical concepts to real-world issues, or using technology to wrestle with a community challenge, problem solving is considered a key 21st-century skill. This issue will look at how educators can support and develop problem solving in learning—and what challenges they face in attempting to do so. How can activities that encourage innovation and design thinking be integrated into the curriculum? What does it look like when students apply learning to real problems in the school or community? Articles on STEM-related initiatives are especially encouraged.
Submissions due: September 1
No fault to social learning theorists like Lev Vygotsky, but all of us can recall a time when a group assignment was more pain than gain. What went wrong? In this issue, we'll discuss the questions all teachers must consider if they want group work to have a useful outcome that leads to academic and social growth. Are tasks designed to be meaningful to students, and so that every group member's participation is essential? Do students use meeting time not just to work out logistics, but to also exchange ideas that will shape their final product? How do grades or feedback address both group and individual accountability? How can teachers identify and support the interpersonal and small group skills (like conflict resolution, offering or requesting help) that students will need to complete the task? Do students have the opportunity to reflect, as a group, on what worked and what didn't? Find out how teachers anticipate and respond to these questions with well-planned, well-executed protocols for group learning.
Submissions due: September 15
Are U.S. schools falling short in preparing young people to participate in democracy? The question has deep resonance today. This issue will look at why civic literacy matters and how some educators are working to upgrade curriculum and instruction in this traditional but crucial area. How can schools help young people acquire the knowledge, dispositions, and skills that are essential for responsible citizenship in areas such as history and government, scientific literacy, and communication? How can educators meet the challenges created by information overload and the echo chamber of the Internet? How can schools teach students to apply critical thinking and background knowledge to analyze information about current events? How are schools promoting values like curiosity, empathy, and respect for diverse perspectives? We welcome articles on making civics education engaging; teaching students to reflect on their own values and beliefs; and using service learning, place-based learning, and other approaches to empower students.
Submissions due: October 1
Universal Design for Learning (UDL) promises to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning. Teachers using the UDL framework provide learners various ways of acquiring information, multiple means for demonstrating knowledge or skills, and use different methods to engage and challenge students. Students in a UDL classroom have multiple entry points for what they learn, how they learn, and their motivation (or why) for learning it. It sounds utopian, so what's UDL look like in actual practice? We invite teachers to share how they are applying UDL principles in big or small ways in their classrooms. How has UDL changed your approach to curriculum and pedagogy? What's challenging and what can other teachers learn from your efforts?
Submissions due: October 15
Revisit the most liked, clicked, and shared ideas we published in 2017. We hope this collection serves you well and energizes your work in the New Year.
Why don't students use feedback? Sue Brookhart writes that if students don't know how to use feedback, or don't understand the learning goal they're applying it to, they're likely to see feedback as evaluative rather than informative. Like a final grade, feedback under these circumstances marks an end to learning, not an opportunity to extend. How do you avoid feedback that frustrates and fizzles? What are the conditions before, during, and after giving feedback that propel students to improve their work? What's your criteria for useful feedback and what are your strategies for managing a consistent feedback loop?
Submissions due: November 15
According to the National Institute of Mental Health, one in five youths ages 13–18 experiences a serious mental health condition, and of chronic cases of mental illness, 50 percent begin by age 14. Yet, on average, it takes 8–10 years from the onset of symptoms until intervention. How can schools play a stronger frontline role in identifying potential issues and helping affected students thrive both academically and socially? This issue will look at conditions affecting children and teens, such as depression, anxiety, bipolar disorder, eating disorders, oppositional defiant disorder, and addiction. It will also explore the effects of trauma and stress on students. What staffing and training challenges do schools face in supporting students with mental illnesses? How can educators help students succeed in school despite adverse childhood experiences? Articles will explore specific solutions for schools, including screening, training for teachers, working with parents and families, and partnerships with local hospitals and health clinics.
Submissions due: December 1
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