Using Values to make change in Education

<p><span style="font-weight: 400;">David Brazer (Ph.D. Stanford University) is Director of Professional Learning at TeachFX. Formerly Associate Professor and Director of Leadership Degree Programs in the Stanford University Graduate School of Education, Brazer continues to design courses and teach in the Stanford EdLEADers online professional development program for executive level education leaders. Brazer’s theory development and empirical research on strategic decision making, leadership, teacher learning, and organizational design have appeared in numerous peer-reviewed journals and edited volumes. Brazer is the lead author of Leading schools to learn, grow, and thrive: Using theory to strengthen practice, second author (with Robert G. Smith) of Striving for Equity: District Leadership for Narrowing Opportunity and Achievement Gaps (2016, Harvard Education Press), and second author (with Scott Bauer) of Using Research to Lead School Improvement: Turning Evidence into Action (2012, Sage Publications).</span></p> <p> </p> <h2><strong>Show Highlight</strong></h2> <ul> <li style="font-weight: 400;"><span style= "font-weight: 400;">Eliminate the honors track to push equity, excellence and provide more school wide resources</span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">Avoid programs that pretend to be college prep and create enriching learning experiences </span></li> <li style="font-weight: 400;"><span style= "font-weight: 400;">Provide meaningful courses intended to be workplace preparatory </span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">Put your career on the line for vital programs for your students </span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">Teach Fx helps avoid limited snapshot knowledge of teaching and learning in your building</span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">Teach FX provides actionable feedback that is specific enough to make immediate improvements towards instructional goals.</s