In the first part of this exciting interview series, Karen P. White talks to Yeshi Gaskin Lamour, principal of Holmes Elementary, about the school's experience thus far with the Massachusetts Personalized Learning Network.
Practice in reflection helps students develop self-awareness. It also sends a message: yes we are giving you grades, but you should also understand yourself as a learner.
Massachusetts Personalized Learning Network coach, Diana Lebeaux, and design team members, Alec Resnick and Kevin Brill, argue that innovative school design requires a carefully-combined mix of experience, inspiration, and sheer gumption.
Question 2 was voted down by a wide margin on November 8th, but now is not the time to become complacent. Moving forward, we need to work harder than ever to ensure that our public schools are equity-minded spaces for all children.
What role do a spoon, rubber band, and marshmallow play in mathematics class? In this video these New Hampshire students use performance assessment to explore geometry and angles.
Through more than 20 years of No Child Left Behind, we have lived with a uniform definition of accountability, that of a standardized test used to make determinations of student learning and school and district progress. It is time to question some of the assumptions underlying this practice.
CCE’s District and School Design (DSD) practice area convened recently to discuss strategies on having crucial conversations about race and equity. With educational equity at the core of our work and race at the center of our daily news, we questioned how best to talk about race and equity with our partner schools, district, and educators.