This week kicks off my sixth and final teacher institute of the summer. This has been one of then most exciting, challenging, seasons of my personal and professional life.

I have had the honor and privilege to work with over 2000 teachers in different realms and different conversations during the past three months. Each sacrificed precious summer days with family to commit to becoming better and smarter. Because of their dedication, I’ve become better and smarter.

Differentiation for Equity is theme for this week’s conversation. My colleagues, Ramona Slagle, John Slagle, Clara Amador-Watson, John Roland Slagle, and partner Mike Sansone began our week with a bang.

We opened the dialogue with conversation surrounding the challenges we face of equal access to excellence for all of our students.

We grappled with the very first subject of our week:

Define Equity (and its role in teaching and learning).

Here were some of the questions that bubbled up

• Is equality the same as equity?

• Do all students have access to quality instruction?

• Where does inequity exist?
• How do we differentiate for the diverse and strong minds on our classrooms?
• What does that intervention or acceleration look/sound/feel like?
• Are we serving our clients?
• Do we know who are clients are?

Here’s what we know for sure:

Comprehension is not a Commodity. We must teach for big ideas. Teaching for big ideas is as easy as 123. Student engagement is non-negotiable. Students communicate big ideas in many ways.

I wish you could all come and be part of this powerful and transformative discussion. Since not, share your voice here (or here) — and I’ll bring your thoughts with me tomorrow.