Publications

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 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.

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.”

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:

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.

“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.

Ann Lieberman's new book reflects on how her career of inquiry into teachers and research has progressed and changed over the last fifty years.

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?

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.