This memo, which is the second in a series of five, highlights the work of the New Hampshire Learning Initiative (NHLI), a member of the ALP network. The memo describes their efforts to support educators across the state to actively engage students as partners in co-designing learning goals and assessment strategies, showcasing how these efforts have enriched the experiences of teachers and students in two districts.
This study seeks to identify how the Internationals Network for Public Schools greatly increases the number of recent immigrant ELs who stay in high school, graduate, and attend and complete college.
This memo, which is the first in the series, explores some of the assessment for learning practices that the initiative is supporting at Del Lago Academy of Applied Sciences, a small public high school in Escondido, California that educates a diverse group of scholars to develop industry-specific skills and expand their social networks and access to opportunities.
A multi-year grant program and field-building initiative designed to fundamentally rethink the roles that assessment can and should play to advance student learning and improve K-12 education in the United States.
Infographic author, Frank Adamson, writes that “Oakland has faced many educational challenges over the years from a variety of sources; this work both outlines the extent of the impact on the school system and identifies important information for community members as they seek to regain and retain control of education decision making in the district.”
Quality teaching depends on a wide array of personal and contextual factors. An emerging and s quality by examining how teachers’ abilities to influence student achievement change over the course of their career and how these changes are influenced by the context in which they work.
This study examined four U.S. schools—that organize and structure teacher time and work so that teachers are encouraged to collaborate with one another in their efforts to enrich teaching and learning:
Teachers’ Time: Collaborating for Learning, Teaching, and Leading are the report and research brief that are part of a larger study of four public schools across the United States that organized teacher time and work in innovative ways.
How Time Is Used to Support Teaching and Learning at The International High School at Laguardia Community College, looks at The International High School, Long Island City, New York, and how it organizes teacher time and work in innovative ways.
Pagosa Springs Elementary School: A Study of Teachers’ Collaborative Use of Time looks at the Pagosa Springs Elementary School located in the Town of Pagosa Springs, and how it organizes teacher time and work in innovative ways.
“The Kids Benefit From It, So It’s Worth It”: Time for Teaching and Learning at SMASH, looks at looks at the Santa Monica Alternative School House (SMASH) in the Santa Monica-Malibu Unified School District, and how it organizes teacher time and work in innovative ways.
In this study, we examine how one school within the Singapore system organizes and allocates student and teacher time within the school day and how that allocation and use of time contributes to the growth and development of students and the growth and development of teachers' capacity to support their students.
This retrospective study chronicles the progression of the Canterbury Learning Collaborative (CLC), a small group of educators who came together over a period of 10 years to learn with and from one another about how to strengthen their school leadership and teaching practices in order to improve student literacy.
How do differences in the policymaking process influence state policies and the implications for redesigning educational systems to achieve more meaningful and equitable learning opportunities for all children?
It’s About Time: Organizing Schools for Teacher Collaboration and Learning, looks at Hillsdale High School, a large, comprehensive high school located in San Mateo, California, organizes teacher time and work in innovative ways.
SCOPE Associate Director, Ann Jaquith, PhD, presents a framework for how to understand and build instructional capacity, based on her original research in schools and districts and ideas drawn from the literature on resourcing and social learning.
Five policy briefs summarize the identified strategy components used in high-performing countries to ensure all students have high-quality professional teachers.