Why School Climate Matters For Teachers And Students

Writing for the Shanker Institute, Matthew Kraft and Grace Falken explore the importance of school climate for both teachers and students. Excerpts of the piece appear below: The quality of a school’s teaching staff is greater than the sum of its parts. School environments can enable teachers to perform to their fullest potential or undercut Read more about Why School Climate Matters For Teachers And Students[…]

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More than Ever, Meeting Students’ Needs Starts with Meeting our Own

Writing for the Fordham Institute, Matthew Taylor explores the importance of self-care for educators and the impact our modeling has on students. Excerpts of the piece appear below: Over the last several weeks, educators accomplished the mammoth task of setting up remote learning for the remainder of the COVID-19 pandemic. As time passes, school on Read more about More than Ever, Meeting Students’ Needs Starts with Meeting our Own[…]

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Transforming Virtual Systems for Students with Disabilities

Two searchable databases include valuable information on meeting the varied needs of students through distance learning. WestEd’s National Center for Systemic Improvement (NCSI) is a helpful compilation of relevant guidance and resources related to distance learning, policy, and support for children and youth with disabilities. Among many resources, you will find: Distance Learning for Students Read more about Transforming Virtual Systems for Students with Disabilities[…]

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NC3T – Preparing Our Students for the Real World: The Education Shift Our Children and Future Demand

The National Center for College and Career Transitions (NC3T) has released a new position paper, arguing for Career Connected Learning as a strategy for engaging students and preparing them to thrive in the adult world. Written by Hans Meeder and Brett Pawlowski, this piece provides education decision-makers and stakeholders with a sweeping look at the Read more about NC3T – Preparing Our Students for the Real World: The Education Shift Our Children and Future Demand[…]

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Virtual Learning: What Works?

With more and more students studying online, what actually helps students? The spread of coronavirus throughout the U.S. has led to an unprecedented experiment in virtual learning. With schools across the country moving to an online learning model for the rest of the semester, The Learning Agency Lab decided to take a look at the Read more about Virtual Learning: What Works?[…]

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March Issue Brief: Whole Child Approaches

Educators have long known that focusing on academics alone is not enough. Children need support to develop academically, physically, cognitively, socially, and emotionally. Whole child approaches attempt to integrate these needs into a coherent whole. In Core Education’s March issue brief, we explore whole child approaches, look at alternatives for defining student success, and review Read more about March Issue Brief: Whole Child Approaches[…]

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2Revolutions: Message to Community with Resources

With over a decade of experience working to support educator and leader learning through blended learning, 2Revolutions has assembled helpful resources to support the transition to virtual/blended learning. These resources are intended for district leaders and teachers navigating this unprecedented time.  LearnNext: 2Rev co-developed LearnNext with a range of phenomenal national partners. This platform includes Read more about 2Revolutions: Message to Community with Resources[…]

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Boosting Soft Skills is Better than Raising Test Scores

Writing for the Hechinger Report, Jill Barshay reviews a Chicago analysis that finds that schools that foster social-emotional development get better results for students. Excerpts of the piece appear below: We hear the phrase “failing schools” a lot but what really defines a failing school? Generally, we look at test scores. Schools that aren’t getting Read more about Boosting Soft Skills is Better than Raising Test Scores[…]

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Is Listening the Antidote to Teacher Turnover? Research Shows It Could Be

Writing for The 74, Brenda Tanner, a former school administrator and superintendent, explores the promise of gathering valuable information from teachers through customized surveys in order to improve retention. Excerpts from her piece appear below: District leaders have little access to the authentic, unvarnished perspectives that determine whether a teacher leaves or stays. This is Read more about Is Listening the Antidote to Teacher Turnover? Research Shows It Could Be[…]

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Retaining Teachers: Fostering Conditions Where Talent Thrives

Over the last year, Education Evolving published a series of blog posts focused on the growing problem of teacher turnover, and uplifting the stories of schools, strategies, programs, and leaders that buck the trend.  This series has now wrapped up. Check out some of the top posts: Why Teachers Leave: What the Data Say How Read more about Retaining Teachers: Fostering Conditions Where Talent Thrives[…]

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Four Principles for Designing the Future of Teaching in 2020

Writing for the Clayton Christensen Institute, Thomas Arnett recently detailed a vision for the redesign of the role of the teacher. Excerpts from the piece appear below: Given the overflowing demands on teachers’ time, we need to reinvent the classroom and the roles of teachers so that teachers can tackle the meaningful and important work Read more about Four Principles for Designing the Future of Teaching in 2020[…]

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The Power of The Science of Learning in Action

What happens when teachers start using science of learning principles? A new, rigorous study suggests some very powerful outcomes for students. A group of researchers have been exploring the question of what happens when teachers get professional development based on the science of learning. Their latest research article explores the effectiveness of two approaches to Read more about The Power of The Science of Learning in Action[…]

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Time to Help Teachers Be Advocates for Students, Not Their Judge and Jury

A recent article by Michael Horn of the Christensen Institute reviews the problem with teachers being both evaluators and facilitators of student learning. Excerpts from the piece appear below: In her bestselling book “Mindset: The New Psychology of Success,” Stanford professor Carol Dweck wrote, “When teachers are judging [students], [they] will sabotage the teacher by Read more about Time to Help Teachers Be Advocates for Students, Not Their Judge and Jury[…]

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The Role of the School Administrator in Classroom Coaching

Research on instructional coaching shows that when defined, understood, and implemented as a principal-coach-teacher partnership, teacher coaching programs can be more effective. Engaged principals are key to a successful coaching program. Digital Promise has recently conducted research on the Dynamic Learning Project (DLP) coaching program that shows that when principals support the coach-teacher relationship and Read more about The Role of the School Administrator in Classroom Coaching[…]

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How to Help Students who are Several Grade Levels Behind

All 2019 Wonkathon submissions are in. This year’s Wonkathon asked contributors to address a fundamental and challenging question: What’s the best way to help students who are several grade levels behind? Fordham’s Flypaper received nineteen submissions from policy experts and education practitioners. As expected, there was a wide range of solutions offered, and no two Read more about How to Help Students who are Several Grade Levels Behind[…]

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50-State Comparison: Teacher Recruitment and Retention

Addressing shortages in a state’s teacher labor market can present unique challenges and requires access to comprehensive data and an understanding of available policy levers. To support informed policy, the Education Commission of the States has compiled a national comparison of state policies related to teacher recruitment and retention, with a focus on shortages in Read more about 50-State Comparison: Teacher Recruitment and Retention[…]

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