Posts by Gretchen Schultek Bridgers

Imagine this scenario… You have been asked to lead professional learning next week. So, naturally, you open PowerPoint. You choose a template, create a title slide, add your key ideas, find a few visuals, and organize everything into a logical sequence. By the time you finish, the presentation looks polished. But there is still an…

Imagine this scenario: Your principal stops by your office and asks a seemingly simple question: “Can you lead professional learning next week?” You smile, say yes, and immediately begin calculating how many evenings it will take to pull everything together. You need a topic, slides, activities, participant handouts, discussion questions, facilitator notes, an action plan…

The first 100 days of school lay the foundation for the entire year. During this critical time, teachers establish expectations, build relationships, and create learning environments that support student success. While the beginning of the year can feel overwhelming, approaching it with intention can make all the difference. Here are three strategies to help you…

A strong classroom culture does not happen by chance. Teachers build it through strong relationships, clear routines, and shared expectations. The tone set at the start of the year can shape how students learn, work together, and grow for months to come. This post shares three simple ways teachers can build strong relationships with students…

Giving meaningful feedback is one of the best ways teachers can help students grow. Good feedback shows students what they are doing well, what needs work, and what to do next. When feedback is clear, simple, and part of daily classroom routines, students become more confident, reflective, and motivated to learn. This post will share…

Maximizing small-group instruction is one of the most effective ways to accelerate student learning. It creates space for targeted practice, immediate feedback, and the kind of individualized support that whole-group instruction simply can’t provide. Typically, teachers introduce a new skill during whole-group instruction and gather both informal and formal data to assess understanding. From there,…