The clock is ticking, the days on the calendar are drawing short, and every teacher knows time is limited. For all readers, every moment in the classroom is critical; this imperative is certainly true for the older reader.

If you haven’t heard about ChatGPT since its public introduction late last fall, you’re rare. If you have heard about it, you’re likely to be intrigued, confused, and possibly alarmed by what it can do.

I once invited a refugee from Rwanda to be a guest speaker for my ELA/social studies class. She shared how she lost her entire family during the Rwandan genocide and was forced to live in a refugee camp for 17 years with no running water or electricity.

I stepped into the classroom for the first time at the Lab School on the campus of the University of California in Los Angeles more than a decade ago and did what I do best: I told stories.

Learning to read is one of the most complex and important skills we will create in our lives. Human brains were never wired to read.

School leaders hold the keys to unlocking literacy for young learners. However, like other educators, many school principals don't have deep knowledge of how the brain learns to read, effective instructional practices in the essential early literacy skills, Multi-Tiered Systems of Support (MTSS), and identifying and serving students with reading disabilities.