NHLI | New Hampshire Learning Initiative
All Students Deserve a Quality Education
Student-Centered Learning
/ October 21, 2026
From Aspiration to Evidence: Helping Students Develop the Skills That Matter
Portraits of a Graduate identify essential skills like collaboration, communication, creativity, and self-direction. Discover how the updated NHLI BEST site bridges the gap between community aspirations and daily classroom practice with research-backed learning progressions, and tools.
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/ September 25, 2026
Why Project-Based Learning (PBL)? Because Learning Should Matter.
We can build a beautifully planned lesson, but if students don’t see a reason for the work beyond completing an assignment, we miss an opportunity. Discover why Project-Based Learning shifts classroom culture and gives students a true purpose to learn.
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/ September 24, 2026
Professional Learning Should Help Districts Move the Work Forward
Professional development must do more than introduce new ideas. Learn how district partnerships, collaborative design, and practical tools help schools build lasting capacity.
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/ September 15, 2026
Sensemaking in the Science Classroom: How Learning Happens
What would happen if we designed science learning around the way people actually learn something new? Explore how shifting from direct explanation to phenomenon-driven sensemaking helps K–12 students move from receiving information to actively building understanding.
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/ June 3, 2026
FOR IMMEDIATE RELEASE
Moving the Needle: NHLI Releases Landmark “PLACE at Five Years” Impact Report NORTH HAMPTON, NH — June 2026 — The New Hampshire Learning Initiative (NHLI) has officially released its milestone […]
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/ January 29, 2026
Reflections On the Outside: How Being a Teacher Prepared Me For My Next Chapter
Leaving the classroom is never just a career move—it’s an identity shift. In this reflective piece, the author shares what it meant to step away from daily lesson plans and into a system-level role at the New Hampshire Learning Initiative. Drawing on years of classroom experience, the blog explores how teaching shaped not only instructional practice, but also ways of listening, problem-solving, and understanding success. While the work has shifted from one classroom to many, the core beliefs remain the same: students thrive when they feel known, have voice and agency, and experience learning that feels real. This post reflects on what is missed, what is not, and how becoming a bridge between classrooms and systems has strengthened the author’s ability to advocate for meaningful, student-centered change—grounded in empathy, credibility, and urgency.
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/ January 28, 2026
5 tips for high-impact, student-centered math professional learning
Curriculum alone cannot close math gaps. Instruction closes gaps. And instruction improves when teachers have access to high-quality, research-based professional learning grounded in how students actually learn mathematics.
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/ December 29, 2025
Rethinking Grading Part 2: When the Gradebook Drives the Bus
Choosing a Reporting System That Actually Supports Competency-Based Learning In a lot of districts that say they’re “doing competency-based learning,” you can see two very different realities: Too often, districts […]
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/ December 29, 2025
Rethinking Grading, Part 1: When Feedback Leads, Learning Follows
Designing Grading Practices That Reflect Growth, Development, and Classroom Reality Few topics in K–12 education spark as much debate—and confusion—as grading practices. School systems and structures often demand that grading […]
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