What’s are the critical ingredients of effective lessons? We’re currently distilling decades worth of meta-research and studying the practices of high performing teachers to identify a handful of critical practices that lead to effective lessons.

All schools are not created the same. In fact, we have a hypothesis that schools, like people, go through developmental phases. The needs of schools vary based on their phase of development. Anchoring in the work of Clare Graves “Spiral Dynamics” model of human development, and complementing his work with a host of change leadership and educational efficacy research, we’re building a model that schools can use to chart their own evolution.

What if much of our educational practice has been centered on the wrong premise? We’re exploring the possibility of reprising the premise of education, and focusing in practices that emphasize process and inquiry, rather than measurement and control.