David Blake

These new features are not only powerful tools for school district curriculum developers, but are also critical course authoring tools for educational publishers needing a K-12 course platform.

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Teachers don’t just need permission to innovate—they need trust and time. Dr. Kelly Coffin breaks down how shifting structures supports deeper engagement and better outcomes. Listen to the Full Episode Now: https://lnkd.in/g2-Q2hap

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Years ago, my colleague and friend, Christopher "C. J." Thompson, PhD, and I led a workshop on something we called The Seven Deadly Sins of Science Teaching. It was a simple but powerful (and fun) framework for naming those moments when our own instincts as teachers can unintentionally interrupt the natural flow of discovery, reasoning, and sense-making in the classroom. I hadn’t thought about that framework in quite some time. But as I began preparing for this upcoming webinar with Cengage School and Qubits Learning : K–12 Computer Science & AI, it came back to me in a new way. Nearly every time we talk with schools about expanding computer science, the same concern comes up: teacher confidence. And more often than not, that concern stems from a perceived lack of subject-matter expertise. That question got me thinking: What if the non-expert actually has an advantage in the computer science classroom? In this session, I’ll revisit the idea of the Seven Deadly Sins—this time through the lens of computer science instruction. It’s a chance to honor earlier work that shaped my thinking while also engaging with the very real challenges schools face as they bring a relatively new discipline into their classrooms. If this is a question you’ve wrestled with in your own work, I hope you’ll join the conversation. Registration information is provided in the original post.

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High school dual enrollment is transforming the path from school to higher education.   A new report from AACRAO and the National Alliance of Concurrent Enrollment Partnerships (NACEP) shows 93 percent of colleges now offer these programs, reaching nearly 2.5 million students last year. What was once innovative is now a mainstream practice.   For me, the real value is in how dual enrollment connects to long-term pathways. At Territorium, we recognize the importance of ensuring that early credits directly link to degrees, careers, and verifiable digital records of skills. This is how institutions can strengthen enrollment strategies while helping students move forward with confidence.   Dual enrollment is no longer just about access to college courses. It is about creating structured pathways that prepare learners for the future of work and learning. Access the report here: https://lnkd.in/g24ukW_s

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