What happens when school leaders are allowed to abandon “step and lane” pay scales

Posted on September 27, 2022September 27, 2022 by coreeducation

Writing for the Fordham Institute, Amber Northern recently reviewed what happened after the British government abandoned step and lane pay scales for teachers. Excerpts from the piece appear below. In 2013, the British government ended the use of “annual progression” pay scales for teachers. These were similar to U.S.-style “step and lane” models but were Read more about What happens when school leaders are allowed to abandon “step and lane” pay scales[…]

Designing for Deeper Learning: Challenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System

Posted on September 22, 2022September 17, 2022 by coreeducation

Designing for and implementing deeper learning across classrooms and schools that serve communities disadvantaged by the U.S. educational system is challenging. A new paper from the Carnegie Foundation illuminates this challenge by asking the question: What would designers of interventions at the classroom, school, and district levels have to take into consideration when they want Read more about Designing for Deeper Learning: Challenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System[…]

Educator Learning to Enact the Science of Learning and Development

Posted on September 15, 2022September 12, 2022 by coreeducation

Research advances in neuroscience and the developmental and learning sciences have provided us with important insights about how people learn and develop. This new knowledge points to important transformations in teaching practice, which in turn require transformations in educator development in order to support all educators in developing the knowledge, skills, and dispositions associated with Read more about Educator Learning to Enact the Science of Learning and Development[…]

The Education Combination

Posted on September 6, 2022September 3, 2022 by coreeducation

A report from the Alliance for Resource Quality and The Education Trust identifies and explores 10 dimensions for providing better, more equitable education. The report argues that utilizing the right combination of resources will significantly impact the learning experiences of students of color, students with disabilities, and other students with high needs. The report notes Read more about The Education Combination[…]

Teaching virtue in the digital age

Posted on July 26, 2022July 10, 2022 by coreeducation

Writing for the Fordham Foundation, Jennifer Frey recently argued the case for teaching cyber-wisdom and reviewed a new curriculum that seeks to do just that. Excerpts from the piece appear below: Practical wisdom generally is the habit of mind that allows one to make good practical judgments in the circumstances of her everyday life. Cyber-wisdom Read more about Teaching virtue in the digital age[…]

Does class size really matter? A Chalkbeat look at the research

Posted on July 14, 2022July 10, 2022 by coreeducation

Recently Matt Barnum reviewed the research on class size for Chalkbeat. Excerpts of the piece appear below: The key takeaways: Students often do better in smaller classes. But there’s no agreement on exactly how much better, and it remains an open question whether or not class size reduction is a particularly good use of funds Read more about Does class size really matter? A Chalkbeat look at the research[…]

Got Staff? Get Cultured! The Key Ingredients to Nurturing Adult Learning Communities

Posted on July 12, 2022July 5, 2022 by coreeducation

Next Generation Learning Challenges has released an informative guide to nurturing adult learning communities. Excerpts from the piece appear below: It is only by cultivating the types of adult learning cultures where our teachers feel revived and excited about the work that we can hope to create the types of schools where students feel empowered Read more about Got Staff? Get Cultured! The Key Ingredients to Nurturing Adult Learning Communities[…]

Secretary Cardona Lays Out Vision to Support and Elevate the Teaching Profession

Posted on June 29, 2022June 28, 2022 by coreeducation

U.S Secretary of Education Miguel Cardona recently laid out his vision for how the nation can support teachers across the country and elevate the teaching profession. During an address and fireside chat at the Bank Street College of New York, Secretary Cardona discussed how the Department, states and districts, and higher education institutions can recruit, Read more about Secretary Cardona Lays Out Vision to Support and Elevate the Teaching Profession[…]

The college gender gap begins in kindergarten

Posted on June 22, 2022June 21, 2022 by coreeducation

Writing for Fordham’s Flypaper, Michael Petrilli explores the college gender gap and finds that it begins in kindergarten. Petrilli’s recommendations rest on three facts: At the close of the 2020–21 academic year, women made up 59.5 percent of college students, an all-time high, and men 40.5 percent, according to enrollment data from the National Student Read more about The college gender gap begins in kindergarten[…]

May 2022 Issue Brief: Effective School Leaders

Posted on May 31, 2022May 29, 2022 by coreeducation

School administrators serve as instructional leaders and set the tone for the culture of a school, play an important role in hiring and retaining teachers, and impact student outcomes from attendance to achievement. The principal’s influence is pivotal. In this month’s issue brief, Core Education explores effective school leadership and recommendations for policy to improve Read more about May 2022 Issue Brief: Effective School Leaders[…]

The Key to Helping Students Right Now Is to Invest in Teachers’ Well-Being

Posted on May 25, 2022May 22, 2022 by coreeducation

Writing for the 74, Candice Bobo, DC Executive Director of Rocketship Public Schools, provides a perspective that the best way to help students is to support their teachers. Excerpts from the piece appear below: The pandemic, plus the current socio-political climate, has compounded everything that was already hard about teaching in public schools. So it’s Read more about The Key to Helping Students Right Now Is to Invest in Teachers’ Well-Being[…]

Agency by Design: Making Learning Engaging

Posted on May 4, 2022May 3, 2022 by coreeducation

The global COVID-19 pandemic pulled back the curtain on the growing need for greater student agency and student engagement. As we rethink the future of education in a post-pandemic world, learner agency must be at the center of learning designs and learning models so that we can support students anytime, anyplace, and at any pace. Read more about Agency by Design: Making Learning Engaging[…]

PROOF POINTS: Researchers blast data analysis for teachers to help students

Posted on April 12, 2022April 4, 2022 by coreeducation

Writing for the Hechinger Report, Jill Barshay surveyed the difficulties in providing data to teachers and expecting instructional improvement. Excerpts of the piece appear below: Teachers are spending a lot of time talking about student data. In a 2016 survey by Harvard’s Center for Education Policy Research, 94 percent of middle school math teachers said Read more about PROOF POINTS: Researchers blast data analysis for teachers to help students[…]

Black, Latino Students Disproportionately Taught by Inexperienced, Uncertified Teachers

Posted on February 23, 2022February 22, 2022 by coreeducation

Writing for The 74, Marianna McMurdock recently reviewed new research that shows that Black and Latino students are disproportionately taught by inexperienced, uncertified teachers. Excerpts of the piece appear below: Across the country, schools serving predominantly Black students have 5 percent more novice teachers than schools with fewer Black students, according to analysis from education Read more about Black, Latino Students Disproportionately Taught by Inexperienced, Uncertified Teachers[…]

Restoring Teachers’ Efficacy

Posted on February 17, 2022February 13, 2022 by coreeducation

A new piece from ASCD highlights a “pernicious dynamic” that is emerging from the pandemic: a loss of teachers’ professional efficacy. Highlights of the piece appear below: Amid the mix of emotions stirred in teachers by the sudden shift to online learning was a profound sense of helplessness (Bintliff, 2020). Feeling powerless dampens teachers’ sense Read more about Restoring Teachers’ Efficacy[…]

Classroom Observations Biased Against Male, Black Teachers, Research Suggests

Posted on February 16, 2022February 13, 2022 by coreeducation

Recently in The 74, Kevin Mahnken reviewed a study out of Tennessee that shows that classroom observations, utilized for teacher effectiveness determinations, show evidence of racial and gender bias against male and Black teachers. Excerpts of the piece appear below: Significant bias has contributed to lower classroom observation scores for thousands of teachers in Tennessee Read more about Classroom Observations Biased Against Male, Black Teachers, Research Suggests[…]