News from RBT

In our last edition, we explored how strong planning creates the conditions for meaningful learning—aligning objectives, tasks, and evidence of understanding so lessons are intentionally designed for student thinking.

But effective planning is not just about having a plan—it’s about ensuring that what we plan challenges students to think deeply, engage meaningfully, and develop the kinds of understanding and problem-solving skills they need beyond the classroom.

This edition focuses on rigor—not as harder work, more work, or faster pacing, but as learning experiences that require students to think deeply, reason, explain, and apply understanding in meaningful ways.

Who's Doing the Talking?: Why student thinking—not teacher talk—drives learning

In recent issues, we’ve focused on the practices that bring clarity and precision to instruction—clear objectives, criteria for success, modeling, formative assessment, and feedback.

Each of these depends on one essential condition: We have to be able to see student thinking.

When thinking remains hidden, we are left to guess what students understand, where they are confused, and what they need next.

Making student thinking visible is what allows these practices to work together—turning instruction into something responsive, targeted, and effective.

It is the bridge between teaching and learning

Feedback That Moves Learning Forward: Turning Evidence Into Action Through Skillful Feedback

Clear instruction doesn’t happen by chance—it’s built through intentional practices. 

Skillful teachers are made, not born.

We develop our craft through the consistent use of strategies such as strong objectives, visible criteria for success, modeling thinking, and formative assessment that reveals learning as it unfolds.

But even when teachers are gathering evidence of student understanding, one essential question remains: What do we do with what we see?

This is where feedback becomes the move that matters most.

Formative Assessment: See Learning While It is Happening

In recent editions, we’ve focused on practices that bring clarity to instruction—writing strong objectives, making criteria for success visible, and modeling the thinking and processes students need to succeed.

Formative assessment builds on these foundations.

Even when goals are clear and expectations are visible, teachers still need to answer an essential question:

What are students understanding while learning is happening?

Moves That Build Clarity, Confidence, and Independence 

In recent editions, we’ve focused on clarity—setting strong objectives and making criteria for success visible. When students know where they’re headed and what quality looks like, learning becomes more attainable.

But even when expectations are clear, students can still struggle. They may see a strong example and think, “I understand what this should look like… but I don’t know how to get there.” They can imitate the steps—yet remain unsure how to think their way through the work.

In this issue, we explore the difference between modeling and modeling thinking aloud—and why both are essential for building not just clarity, but confidence and independence.

Empowering Every Learning with Visible, Actionable Criteria for Success 

In recent editions, we’ve focused on writing clear learning objectives—what students are learning and why it matters. But even a strong objective isn’t enough if students don’t know what success looks like.

Criteria for success translate objectives into something students can see, understand, and use. When quality is explicit, students are more likely to persist, self-monitor, revise, and take ownership of their learning. When it isn’t, expectations remain hidden—and inequities grow.

The start of a new calendar year is a powerful time to reset—not just routines, but also student focus and instructional clarity.

By January, students have settled into classroom norms, but engagement may waver, and learning goals can start to feel unclear or disconnected. That’s why this is the perfect moment to return to one of the most foundational tools of high-expertise teaching: clear learning objectives.

In this edition, we’ll explore how to bring objectives to life—not as bullet points on a slide, but as guiding lights for student learning.

This week, we turn the lens toward students themselves.

Many low-performing, low-confidence students don’t believe they “have it.” They see ability as fixed and failure as proof they’re not smart enough. The result? They hold back on effort—because effort feels risky when you’re unsure you can succeed. This edition of Teaching and Leading with Intention focuses on one of the most impactful responsibilities of a skillful teacher: changing what students believe about themselves. It’s not enough for teachers to believe in their students—students need to believe in themselves. That takes deliberate work.

This Edition is About Beliefs—The Foundation Beneath Every Move We Make

Every action in the classroom flows from belief. When teachers deeply believe that all students can learn at high levels—with effort, support, and time—it changes how they teach, what they expect, and how students respond. In this issue, we go upstream—before the lesson plans, the pacing guides, the instructional moves—and ask: What do you believe about your students?

In this issue, we turn our attention to one of the most powerful and often overlooked equity tools: high expectations teaching.

Every day, in every classroom, students are receiving messages about what their teachers believe they can do. This edition focuses on how those messages—both spoken and unspoken—shape student identity, motivation, and achievement. Drawing from The Skillful Teacher we unpack how expectations show up in classroom practice and how teachers and leaders can ensure those expectations promote equity, not perpetuate bias. From feedback and questioning to grouping and pacing, we’ll look at the subtle but powerful ways teachers communicate belief—and how those messages can unlock potential for every learner.

Discipline challenges rarely begin with defiance. More often, they stem from confusion, unmet needs, unclear expectations, or a lack of connection. When teachers take time to diagnose the root causes of behavior—rather than reacting to what’s visible—they move from managing misbehavior to truly teaching self-regulation and responsibility.

In this issue, we’ll explore how skillful teachers use curiosity, reflection, and observation to uncover what’s really driving student behavior. By understanding the why, we can respond with strategies that teach, restore, and build trust instead of control.

This edition is all about Discipline—Teaching it, Not just managing for it

Discipline isn’t just about stopping misbehavior—it’s about teaching students how to be part of a safe, respectful, and productive learning community. In this issue, we’ll explore how clear expectations, calm responses, and respectful consequences help build classroom environments grounded in dignity and trust.

This edition is all about Time—making every minute count.

Time is one of a teacher’s most powerful tools—and one of the easiest to lose. In this issue, we’ll explore how thoughtful planning, clear expectations, and efficient routines help teachers protect instructional time and maximize learning. You’ll see how small shifts—like tightening transitions or anticipating needs—can reclaim valuable minutes. Instructional leaders will find practical ways to support teachers in using time intentionally through coaching, scheduling, and collaborative reflection.

This edition is all about Momentum—keeping learning on track.

Momentum is what helps classrooms feel alive, focused, and purposeful. In this issue, we’ll explore how pacing, transitions, and clear next steps help students stay engaged and instruction flow smoothly. You’ll see how small teacher moves can minimize downtime, reduce disruptions, and keep the energy moving toward learning goals. Instructional leaders will find practical ways to support momentum through observation and feedback conversations.

In this edition, we turn our focus to Attention—the gateway to all learning.

You’ll explore five categories of attention moves that help teachers proactively manage focus, redirect off-task behavior, and spark engagement. From subtle signals to powerful moments of connection, these strategies help create classrooms where students are mentally present and ready to learn. Instructional leaders will find practical ways to observe and support teachers in developing strong attention routines.

February Topics Include:

• Blog: The Elephant in the Room of American Education
• Summer 2025 Open Enrollment Programs

October Topics Include:

• Blog: Opinion: The MCAS Debate
• Open Enrollment Programs

August Topics Include:

• Blog: Starting the Year with Clarity and Conviction about Expected Behavior
• Interview Series Highlights

June Topics Include:

• Blog: Insights from the Field: Building a Solid Learning Foundation for Both Students and Teachers
• Interview: David Guzmán
• Open Enrollment Courses