David Frangiosa interviews Paul Emerich France, founder of the Sustainable Teaching Project, exploring shifts that teachers can make to avoid burnout, including assessment practices that invite and empower student participation in their own learning.

Personalization is not the same as individualization. Teacher-driven individualization requires creating as many activities in the classroom as there are learners, while personalization requires partnering with learners to make learning meaningful and relevant to each individual child. This reframing of personalization creates a path to sustainability, reminding us that teachers’ workloads matter: if teachers are depleting their energy reserves, then they won’t have the energy to actually implement instruction.

Lisa Wennerth interviews Alex Shevrin Venet, author Equity-Centered Trauma-Informed Education. Venet explains how schools can become more truly trauma-informed when they center equity and employ “proactive priorities” in planning and decision making. A long time ungrader, Alex examines how the same principles can be used to make ungrading more inclusive and equitable.

My procrastination gave me the gift of a new perspective. It helped remind me to question the status quo, to fight against things that aren’t in the best interest of my students and myself, and to not be afraid to take the road less traveled.

The only reason many of us will stop pushing ourselves to the breaking point is if it turns out that it’s not only bad for us, it’s also bad for students. As Arthur Chiaravalli explains, that actually seems to be the case.