Data matters, but only if it leads to effective teaching action

Recently, The Hechinger Report published an article that reviewed research showing that data analysis has not significantly improved student outcomes since the No Child Left Behind Act ramped up national data collection. Data — even high quality data— is of no value if it isn’t used effectively. In a response piece, Chris Minnich explains that Read more about Data matters, but only if it leads to effective teaching action[…]

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Transforming Education into a Learning System: Reflections on the Pandemic

In a new brief, Carnegie Corporation of New York and EducationCounsel explore how the American education system responded to the COVID-19 pandemic, identifying gaps (missed opportunities and systemic shortcomings that deepened the challenges our schools faced) and bright spots (existing and new efforts where learning system approaches supported more effective action). Drawing on those lessons, Read more about Transforming Education into a Learning System: Reflections on the Pandemic[…]

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Teacher Professional Development Is in a Rut, but Better Research Can Help

For years, researchers have found teacher professional development programs to be largely ineffective. But a  new and growing body of research suggests that professional learning, done well, can both increase teacher morale and raise student outcomes. This means it is: Grounded in the content and curriculum of the teachers receiving it; Dependent on the expertise Read more about Teacher Professional Development Is in a Rut, but Better Research Can Help[…]

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Scaling the Site Coordinator Role

As educator preparation programs prepare teacher candidates to be successful in the classroom on day one, they recognize that they must anchor that preparation in teacher residencies – high-quality clinical experiences where candidates receive a full year of practice under an experienced, highly effective mentor teacher in a K-12 classroom. What’s more, these experiences optimally Read more about Scaling the Site Coordinator Role[…]

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Using Evidence to Support Innovation in Teacher Professional Development

A new research-and-development partnership, led by AIR, focuses on an innovative program for K-12 teacher professional development. With support from a federal Education Innovation and Research grant, AIR is helping two organizations at the forefront of K-12 teacher professional development—The Danielson Group and Learning Forward—to develop, refine, and test the Professional Learning With Impact program. Read more about Using Evidence to Support Innovation in Teacher Professional Development[…]

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When Is the Right Time to Make Changes in Education?

Dr. Kim Fleming, President of Core Education, LLC, recently joined Jeff Ikler and Kirsten Richert on their Getting Unstuck: Educators Leading Change podcast to discuss changes that may persist in education beyond the pandemic and new innovations on the horizon.    Kim on why this conversation matters: “There is something really urgent about the moment Read more about When Is the Right Time to Make Changes in Education?[…]

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High-quality Curriculum Doesn’t Teach Itself

Recently in Fordham’s Flypaper, Robert Pondiscio reviewed the new “Professional Learning Partner Guide” published by Rivet Education. Excerpts of the piece appear below: A new initiative is taking up the challenge of reviewing and rating professional learning in a more rigorous way, centered on the adoption and use of “high-quality instructional materials” (HQIM), and with Read more about High-quality Curriculum Doesn’t Teach Itself[…]

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K-12 Professional Development Trends to Watch in 2021

Writing for K-12 Dive, Katie Navarra recently reviewed new trends emerging for K-12 educator professional learning. Excerpts from the piece appear below: The coronavirus has required teachers, like their students, to shift how they receive training and support. Even when schools can return to “normal,” these forced changes may result in long-term benefits. Following are Read more about K-12 Professional Development Trends to Watch in 2021[…]

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Principal Preparation Guidebook

The George W. Bush Institute Education Reform Initiative has released a new resource for districts, policymakers, and funders based on the initiative’s five-year research collaboration with four school districts. The newly released Principal Preparation Guidebook, the fourth in a series of guidebooks, provides guidance on how to effectively prepare a strong pool of principal candidates. Read more about Principal Preparation Guidebook[…]

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Social, Emotional, and Academic Development through an Equity Lens

The majority of public schools and districts in the U.S. report they are working to support the social and emotional learning of students. But in too many places, the approach is to focus narrowly on changing student behavior rather than implementing practices that build relationships and create learning environments that support positive social and emotional Read more about Social, Emotional, and Academic Development through an Equity Lens[…]

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The Elements: Transforming Teaching through Curriculum-Based Professional Learning

A new report by Carnegie Corporation of New York calls for transforming teaching and student learning by anchoring professional learning in high-quality curriculum materials. Teachers’ jobs are changing in real time. Over the past decade, new academic standards have dramatically shifted expectations for student learning. It’s no longer enough to raise a hand and give Read more about The Elements: Transforming Teaching through Curriculum-Based Professional Learning[…]

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Responding to Crisis With A Tiered Support System

Eric Nentrup, writing for Getting Smart, reviews Turnaround Children’s new tiered support toolkit for educators who are supporting children and families in crisis. Excerpts of the piece appear below: Turnaround Children recently released a tiered support system action pack that takes advanced learning science and makes it accessible for educators to respond to the crises Read more about Responding to Crisis With A Tiered Support System[…]

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Adult SEL Skills: A Foundation for Building Student SEL Skills

Schools and out-of-school time (OST) programs across the United States are increasingly prioritizing and implementing practices to support children’s social and emotional development. A new report from the RAND Corporation provides early implementation lessons from six communities about how to enact social and emotional learning (SEL) in elementary schools and in OST programs. These communities Read more about Adult SEL Skills: A Foundation for Building Student SEL Skills[…]

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More districts should seize the opportunity to improve professional learning for teachers

Writing for the Center on Reinventing Public Education, Bree Dusseault, Georgia Heyward, and Travis Pillow provide an analysis of the professional learning opportunities that districts can utilize to support remote learning. Excerpts from the piece appear below: Districts have an urgent need to find new ways to help teachers learn on the job and hone Read more about More districts should seize the opportunity to improve professional learning for teachers[…]

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Micro-credentials for Educators

In the United States, current approaches to helping teachers engage in ongoing skill development, and equitably reward teachers with particular skill sets aligned with advanced career opportunities, are often woefully ineffective, and sometimes even non-existent. “Micro-credentials” are a recent addition to the mix of potential solutions to these issues. Like many buzz-words in education, this Read more about Micro-credentials for Educators[…]

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Educator competencies for student-centered teaching

The idea of student-centered learning is not new; teachers have long sought to design personalized, competency-based environments that are tailored to individuals and that empower students to drive their own learning. What is new is the emergence of an online learning ecosystem and, with it, the technical possibility of equipping all students with a student-centered Read more about Educator competencies for student-centered teaching[…]

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