Few States Have Policies to Fully Address Student Trauma

Despite the pervasive effect of traumatic experiences on student performance,only 11 states encourage or require school staff training on the effects of trauma. Half of states have policies on suicide prevention. And just one state, Vermont, requires a school nurse to be available daily at every school campus. Those are among the key findings of Read more about Few States Have Policies to Fully Address Student Trauma[…]

February Issue Brief: Trauma-Informed Teaching

Rates of childhood trauma in the United States are alarmingly high, with exposure to potentially traumatic forms of violence, such as abuse, assault, or family or community violence particularly common. Traumatic experiences and chronic stress can overwhelm a child’s system and negatively impact development and learning. As educators, however, we can help students recover from Read more about February Issue Brief: Trauma-Informed Teaching[…]

How Do You Build Continuously Improving Systems of Schools?

Over the last 20 years, eight U.S. cities have seen more students attending more effective schools at a faster pace than other urban areas. In Oakland, D.C., Denver, New Orleans, New York City, Newark, Camden, and Chicago, education leaders have increased the number of high-performing schools and set up systems that continuously improve. Bellwether Education’s Read more about How Do You Build Continuously Improving Systems of Schools?[…]

CASEL Releases Comprehensive Guide to Help Schools Implement SEL

The Collaborative for Academic, Social and Emotional Learning (CASEL) launched The CASEL Guide to Schoolwide SEL that provides an interactive planner, step-by-step guidance, field-tested tools, and continuous improvement processes to help educators implement social and emotional learning (SEL) in their schools. The free, online resource helps school teams coordinate and build on their evidence-based practices Read more about CASEL Releases Comprehensive Guide to Help Schools Implement SEL[…]

The Uncertain Future of Teaching

Writing for CRPE’s Thinking Forward collection of essays, authors Michael DeArmond, Christine Campbell and Paul Hill have published a piece that explores new teacher roles that enable teachers to focus on soft skills and personalization. Excerpts of the piece appear below: Above all, emerging ideas from the field about how to make teaching more doable Read more about The Uncertain Future of Teaching[…]

Strategies to Support Teachers of Competency-Based Education

iNACOL has released a new report, Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education. The publication re-envisions professional practice, learning and development for educators in competency-based education. As school districts transition to new, more powerful student-centered learning models, it is critical that educators leading the transformative practice are equipped for their new Read more about Strategies to Support Teachers of Competency-Based Education[…]

Growth Data: It Matters, and It’s Complicated

Forty-eight states and Washington, DC have committed to measuring and reporting on individual student growth under ESSA. This means everyone in those states – from parents to policymakers – will have more information than before on student performance and school quality. But the questions they’ll be able to answer depend on how states measure growth. Read more about Growth Data: It Matters, and It’s Complicated[…]

A Nation at…. Hope

The Aspen Institute’s National Commission on Social, Emotional, and Academic Development has released a major national report, “From a Nation at Risk to a Nation at Hope,” calling on all sectors of society to accelerate efforts to ensure that all U.S. students have access to quality social and emotional learning (SEL). The report is an Read more about A Nation at…. Hope[…]

Teacher Leadership Toolkit: Strategies to Build, Support and Sustain Teacher Leadership Opportunities

School systems—and the challenges they face—are often complex and diverse; effectively addressing these challenges may require a leadership approach that moves beyond traditional teacher and administrator roles. Teacher leadership is one strategy many states and districts are pursuing to facilitate meaningful change and support better outcomes for their students. To support these efforts, the Teacher Read more about Teacher Leadership Toolkit: Strategies to Build, Support and Sustain Teacher Leadership Opportunities[…]

Putting Relationships at the Core

Recently in the New York Times, David Brooks wrote a column about the importance of emotion in learning. Excerpts from his piece appear below: We used to have this top-down notion that reason was on a teeter-totter with emotion. If you wanted to be rational and think well, you had to suppress those primitive gremlins, Read more about Putting Relationships at the Core[…]

How Learning Happens Video Series

How can schools better align their practices with what science says about human learning? A new video series of 20+ videos from Edutopia, featuring Linda Darling-Hammond, president and CEO of Learning Policy Institute, and Pamela Cantor, MD, founder and senior science advisor of Turnaround for Children, pairs research insights with a variety of illustrative strategies Read more about How Learning Happens Video Series[…]

Designing an Education System for the Tails, Not the Mean

As part of CRPE’s 25th anniversary collection, Thinking Forward: New Ideas for a New Era of Public Education, Robin Lake and Travis Pillow explore how a system built to meet the needs of “square peg” students could benefit all students. They write: A growing effort to personalize learning moves in the right direction, but is Read more about Designing an Education System for the Tails, Not the Mean[…]

How to get Schools to Use Practices that Work

Writing for the Fordham Institute’s Flypaper blog, Michael Petrilli recently explored ways to encourage educators to implement evidence-based practices. He asks:  How might we dramatically increase the chances that our schools scale up the most effective practices, resulting in significantly better outcomes for students? Petrilli offers the following ideas: There are six plausible approaches that Read more about How to get Schools to Use Practices that Work[…]

The Impact of Early Colleges: What does the research say?

Liz Bell, writing for EdNC recently explored the evidence basis for early college high schools. Excerpts of the piece appear below: The SERVE Center and researchers from RTI International and RAND Corporation have found early college students are more likely to attend class, complete courses that prepare them to enter into a university, and graduate Read more about The Impact of Early Colleges: What does the research say?[…]

The Importance of High-Quality Instructional Materials

Learning Forward has released a special open-access issue of The Learning Professional. It builds on a vital topic for educators: the use of high-quality instructional materials. All students deserve access to high-quality content, and all teachers deserve support to implement it well. The message from research is straightforward: instructional materials matter. Good materials in the Read more about The Importance of High-Quality Instructional Materials[…]

In the Driver’s Seat: GripTape Learning Report

In 2015, an organization called GripTape began a new experiment to see what would happen if young people were put in the driver’s seat of their own learning. GripTape’s most recent learning report details the results of this bold experiment, among which are the following outcomes: Youth experience a powerful and sustained transformation in their Read more about In the Driver’s Seat: GripTape Learning Report[…]