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.
In classrooms where very few, if any, students are asking questions, how should educators help cultivate students’ curiosity? Does having the teacher ask for questions help? And, more significantly, does teaching questioning help? Shelby shares her research on the topic.
Our public schools are a microcosm of the larger society around us. Too often, we as educators try to fend off the outside chatter and focus on the academic work at hand. Dan discusses the important role educators place in creating a counter-narrative to what many of our students are experiencing every day in the world around them, as well as a safe space for them to talk about and make sense of these experiences.
New federal initiatives mark a clear shift in our country’s education policy—schools and teachers must seize this opportunity to transform assessment and accountability in our classrooms. How can states and schools support educators and build their capacity to make this shift? How can we create better assessments that drive better teaching and, ultimately, lead to better results in our schools?
When schools or districts decide to take the plunge and shift to a learner-centered, proficiency-based system, one of the key “must-haves” is the support of the faculty. So how to do you garner the support of faculty effectively? Matt and Courtney share three ways to help the process along.
In August, Gary went out to Salem to hold a professional learning institute to assist the Oregon Department of Education in building educator capacity to pilot validated, high quality performance assessments in the classrooms. He writes about the experience and marvels at how quickly and unexpectedly we can find ourselves in the position to do great work in education
Many confuse the terms blended learning with personalized learning. Blended learning is an instructional model that integrates digital and online media content into teacher instructional practice. Ramona summarizes five approaches to bringing more blended approach to learning into the classroom.