Issue Brief: Preparing Learners for an Uncertain Future

Children graduating from K-12 schools are largely unprepared for workplace challenges, and with the rise of smart machines, workforce readiness gaps are likely to increase. What are promising practices for preparing students for the changing world of work? How can educators help students develop their uniquely human attributes and flexible skills that can be applied Read more about Issue Brief: Preparing Learners for an Uncertain Future[…]

From Great Materials to Great Instruction

Instruction Partners, an organization that works with small school systems to strengthen instruction and accelerate student learning, has been working to understand what differentiates better outcomes in school reform projects. Up until now, research has held few practical answers about what specific actions could result in better implementation quality. Instruction Partners engaged in a two-year Read more about From Great Materials to Great Instruction[…]

Why They Leave: The Reasons Teachers Give for Quitting the Profession

Thousands of public school teachers voluntarily leave their jobs each year, hurting student achievement and costing districts billions of dollars to find replacements. Lynnette Mawhinney and Carol Rinke were once part of that churn. Now, with both women serving as professors at teacher prep programs, Mawhinney and Rinke have co-authored a new book that illuminates Read more about Why They Leave: The Reasons Teachers Give for Quitting the Profession[…]

New teachers often get the students who are furthest behind — and that’s a problem for both

Matt Barnum, writing for Chalkbeat, recently wrote an article exploring the fact that new teachers often end up in the most challenging classroom assignments. Excerpts of the piece appear below: Being a new teacher is notoriously difficult — and schools often make it even tougher. New research out of Los Angeles finds that teachers in Read more about New teachers often get the students who are furthest behind — and that’s a problem for both[…]

Culturally Responsive Teaching in State Teaching Standards

New America has analyzed professional teaching standards in all 50 states to better understand whether states’ expectations for teachers incorporate culturally responsive teaching. To support this analysis, researchers identified eight competencies that clarify what teachers should know and be able to do in light of research on culturally responsive teaching. The study finds that while Read more about Culturally Responsive Teaching in State Teaching Standards[…]

Integrating Social, Emotional and Academic Development

Integrating Social, Emotional, and Academic Development (SEAD): An Action Guide for School Leadership Teams provides practical advice, curated resources, and action steps for school leaders to improve the student experience, calling out specific equity implications in every section. Published by Education First and co-developed with practitioner-leaders from Minneapolis and Nashville public schools and experts from the Read more about Integrating Social, Emotional and Academic Development[…]

Preparing School Leaders for Success

A growing body of research points to the ways in which principals influence teachers, classrooms, and, ultimately, student achievement. A new study by RAND examines the New Leaders Aspiring Principals program. Aspiring Principals has three core features: selective recruitment and admission, training and endorsement, and support for principals early in their tenure. RAND’s report is Read more about Preparing School Leaders for Success[…]

Recommendations to Strengthen Teacher Preparation & Diversity

A new report from Educators for Excellence New York outlines the importance of teacher preparation and offers recommendations for increasing teacher diversity.   Ready for Day One and Beyond is a new paper written by teachers on the Educators for Excellence New York Policy Team. The paper starts with two important questions:   1. What Read more about Recommendations to Strengthen Teacher Preparation & Diversity[…]

How State and Local Leaders Can Strengthen Teacher Pipelines

Diverse, learner-ready teachers in the classroom means students have access to the instruction and learning needed to meet education goals. But the reality is that too many students are without these teachers State and district leaders can change that by using data to make informed policy decisions that strengthen their teacher pipelines. Data Quality Campaign’s Read more about How State and Local Leaders Can Strengthen Teacher Pipelines[…]

Disrupting teacher prep through virtual field experiences

Recently, Susanne Nobles, writing for the Christensen Institute, explored the topic of virtual field experiences as a method for infusing diverse classroom experiences in all teacher preparation programs, regardless of location. Excerpts from the piece appear below: The dilemma is this: Preservice teachers need to practice teaching many times and in many places and ways. Read more about Disrupting teacher prep through virtual field experiences[…]

Instructional Coaches: The Heroes of the Golden Age of Educational Practice

Recently in the Fordham Flypaper, Michael Petrilli wrote about the practice and promise of instructional coaches. Excerpts from the piece appear below: Whether initiated from the bottom-up or the top-down, any effort to help educators align their practice with the best evidence is going to succeed or fail on the strength of its implementation. This Read more about Instructional Coaches: The Heroes of the Golden Age of Educational Practice[…]

Taking the Guesswork Out of Teacher Hiring

Recently in Education Week, Madeline Will reviewed new teacher hiring practices designed to predict the longevity and effectiveness of teachers before they begin teaching. Excerpts from the piece appear below: Sojourner and other researchers partnered with the Minneapolis school district to determine whether teachers’ resumes can predict how effective they’ll be in the classroom and Read more about Taking the Guesswork Out of Teacher Hiring[…]

March Issue Brief – Brain Based Teaching

As scientists learn more about how the human brain works, educators must stay abreast of discoveries to align teaching practices with new understandings of human learning. Brain science helps us understand how to build on students’ culture and experience to improve learning and underscores the importance of emotion and relationships to the learning process. Knowing Read more about March Issue Brief – Brain Based Teaching[…]

Rethinking the way we Coach, Evaluate, and Appreciate Teachers

Over five decades as a teacher, central office administrator, principal, leadership coach, and research reader, Kim Marshall has honed a system for  supervising, coaching, and evaluating teachers. Here are the key elements: Short, frequent, unannounced classroom visits—at least ten a year for each teacher—replacing traditional formal observations; A humble, curious, low-tech approach to visits: observing Read more about Rethinking the way we Coach, Evaluate, and Appreciate Teachers[…]

Preparing All Learners for an Uncertain Future of Work

Recently in Getting Smart, Katherine Prince of Knowledgeworks discussed a new foundation for readiness for work in the 21st century. Excerpts of the piece appear below: From today’s vantage point, we can identify two critical drivers of change shaping the future of readiness for further learning, work and life: the rise of smart machines and Read more about Preparing All Learners for an Uncertain Future of Work[…]

New Evidence Bolsters the Argument for Arts Education

“Investigating Causal Effects of Arts Education Experiences,”  reports on a first-of-its-kind arts education experiment from Rice University’s Kinder Institute for Urban Research. The authors, Daniel H. Bowen of Texas A&M, and the University of Missouri’s Brian Kisida, find measurable academic, social, and emotional outcomes associated with arts education for elementary and middle school students. Bowen Read more about New Evidence Bolsters the Argument for Arts Education[…]