For our insider groups: Classroom Practitioners in the Great Field of Education

This is a call-out to our Public School P-12 Classroom Practioners only. 

... if your instructional practice is at a college or university 

... if you practice in a private, independent, or charter setting

... if you practice specialty consultations and school programming (i.e. School Counseling of Social Work, Sp/L, OTT, Vision/Hearing Impared, Autism Spectrum, School Psychology, School Administration, Support Staff: PTA, Security, Food Prep, Paraprofessionals)

...then your level of pedagogy/child development/content area training and population experience is inherently different.  THIS IS NOT YOUR SITE FOR DIALOGUE. 

The quantity and quality of the rules, regulations, and resources available under your particular circumstances differ sufficiently from those currently allocated to Public School P-12 Classroom Practitioners. 


Since our research intends to identify the true needs of  of P-12 Classroom Practitioners -as well as all support professionals, our methods strive for fullest integrity.  We know you support our highest intentions ... for the sake of everyone, everywhere.

Our Great Field of Intention at Palladio International Campus needs your utmost cooperation in order to maintain PIC research  purity!  Our many different "gardens" in the great field of education (designated in the qualifying statements above) are in fact different -and require resources and research assessment tailored to those differences. 

We thank you in advance for navigating to your designated site before 

• signing in, 
• identifying yourself/practice category, 
• and engaging in our SPRING campus-wide dialogue. 

Dialogue questions:

1. Which is preferable: practitioners devoted to the reciprocal relationship between instruction and learning? (or selective testing, outside-designed schedules and curriculum presecriptions?) 
2. Which is preferable: principals devoted to the principles of pedagogy? (or outward appearances, schedules, presriptions, selective test results assembled to reassure outsiders that the insiders know what they are doing? )
3. Why would professionally prepared and devoted practitioners be pressed to divert pedagogically sound focus and effort these ways,  when the actual learning needs of our nationally diverse population demands every bit of our focus and attention? (Okay, so this one wasn't brief...forgive me: it truly is the big question to begin with! Unpacking this question leads everyone in dialogue to sources of the real problems with our public education system ...as manufactured over time.)