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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How Teacher Preparation Programs Can Help All Teachers Better Serve Students With Disabilities

The Center for American Progress recently released recommendations to states, teacher preparation programs, and districts to improve the preparation of teachers to serve students with disabilities. Excerpts of the piece appear below: Roughly 7 million students in the K-12 public school system–14 percent–are identified as students with disabilities. Of these, more than 62 percent spend Read more about How Teacher Preparation Programs Can Help All Teachers Better Serve Students With Disabilities[…]

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Updates to Evidence for ESSA: New Sections on SEL and Attendance

The Evidence for ESSA website, previously launched by Bob Slavin and his group at Johns Hopkins has been very popular among education leaders seeking reliable evidence on educational programs. To date, the evidence-based programs featured on the website have focused on PK-12 reading and math, and programs continue to be added and updated as evidence Read more about Updates to Evidence for ESSA: New Sections on SEL and Attendance[…]

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The Science of Talking in Class

Writing for The Hechinger Report, Jill Barshay recently reviewed research on how to guide students in productive discussions and group work. Excerpts from the piece appear below:  A team of U.K. researchers collected all the studies they could find on peer interaction, in which children are either discussing or collaborating on an assignment together in Read more about The Science of Talking in Class[…]

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D.C. Continues to Improve its Teacher Evaluation System

Amber Northern, writing for the Fordham Institute, recently explored research on the latest iteration of the District of Columbia’s teacher evaluation system and found that continuous, thoughtful changes to the system have resulted in sustained improvements in teacher effectiveness in the city. Excerpts of the piece appear below: In their recent report, researchers Tom Dee, Read more about D.C. Continues to Improve its Teacher Evaluation System[…]

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Scaling Effective Teacher Professional Development

Writing for Brookings, authors Molly Curtiss and Jenny Perlman Robinson explore the promises and challenges associated with scaling up effective teacher professional development. Excerpts of their piece appear below: The outsized impact of teachers on student learning makes it clear that successfully improving learning outcomes at scale will require reckoning with how to scale teacher Read more about Scaling Effective Teacher Professional Development[…]

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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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Few States Consider Prior Job Performance When Licensing Out-of-State Teachers

New data from the National Council on Teacher Quality (NCTQ) reveal that the majority of states (35) do not ask for evidence of prior successful teaching for those teachers coming from out of state who are applying for a teaching license-in spite of imposing many demands covering a host of other factors. As important, there Read more about Few States Consider Prior Job Performance When Licensing Out-of-State Teachers[…]

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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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November Issue Brief: The Science of Learning

In recent years, cognitive psychologists and other researchers have learned a great deal about effective learning and teaching practices. In some cases, findings have gone against conventional wisdom or common practice, and teachers may have difficulty integrating them into their instruction. In November’s issue brief, Core Education offers resources that provide an overview of findings Read more about November Issue Brief: The Science of Learning[…]

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Everything we Know about Effective Teachers

Recently on the Education Gadfly show, Dan Goldhaber, the director of CALDER, joined Mike Petrilli, David Griffith, and Amber Northern to discuss what rigorous research says about identifying, developing, and retaining effective teachers. The discussion focused on three main questions: Are there any indicators that can help us to predict which teaching candidates will be Read more about Everything we Know about Effective Teachers[…]

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Research on the Science of Learning

How do we best educate our children so that they learn better, and learn how to learn, in addition to learning what to learn? How do we translate this body of research into classroom practice effectively? The Learning Agency Lab has released six powerful videos from their “Science of Learning: Research Meets Practice” project.  With Read more about Research on the Science of Learning[…]

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Mentoring & Induction Resources from the Center on Great Teachers & Leaders

The GTL Center’s Mentoring and Induction Toolkit is a ready-to-use resource for states working closely with districts to build strong mentoring and induction programs. The purpose of the GTL Center’s Mentoring and Induction Toolkit is to give regional comprehensive centers (RCCs) and state education agencies (SEAs) tools, resources, and support to facilitate meaningful conversations with Read more about Mentoring & Induction Resources from the Center on Great Teachers & Leaders[…]

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What Do Teachers Know About The Science of Learning?

Scientists know a lot about effective learning and teaching. In the past several decades, cognitive psychologists and other learning researchers have performed thousands of studies on effective learning and teaching practices. In some cases, research findings have gone against conventional wisdom or common practice. For example, varied practice (in terms of the variety of problems Read more about What Do Teachers Know About The Science of Learning?[…]

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