In Germany, a secondary school must decide whether to run a workshop on using gender-inclusive language, despite community concerns and a government mandate to maintain the German language’s highly-gendered grammatical structures.
A school board member in a rural district must decide whether to vote to merge the district’s two high schools, thus closing down a beloved school with close community ties. What will best serve the students in her district?
An elementary-school principal new to her district must decide how to evaluate a beloved veteran teacher who struggles with the instructional core. What makes for quality teaching—and how do we measure it?
