What does it take to transform a large, bureaucratic institution with a fractured culture and a compliance orientation into a nurturing, collaborative, vision-directed organization? This report and the accompanying research brief endeavor to answer that question by examining a humanistic and systems thinking approach to cultural change that took place over a period of two years in a large-scale, state organization.
This memo, which is the fifth in the series, highlights the ongoing work of the Leadership Public Schools (LPS) Network—a network of three high schools in Northern California serving about 1,500 students with 98% identifying as people of color and 80% qualifying for free and reduced lunch. LPS, driven by their belief that students are serious and capable learners, thinkers, and doers, worked to disrupt inequities by developing and refining student peer feedback practices.
Virginia’s Student-Led Assessment Networked Improvement Community: Coming Together for Systems Change
This memo, which is the fourth in the series, describes how 11 Virginia school divisions have come together to form Virginia's Student-Led Assessment Networked Improvement Community. This Networked Improvement Community (NIC) is focused on increasing the use of student-led assessment practices, including capstone projects, to increase students’ agency and ownership of their learning and assessment experiences.
This memo, which is the second in the series, 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.
The Internationals Network for Public Schools: Educating Our Immigrant English Language Learners Well
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.
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.
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.”
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:
“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.
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
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.
Lessons for Developing School and District Capacity to Transform Literacy Instruction: The Canterbury Learning Collaborative
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.
Redesigning State Policy for Meaningful and Equitable Learning: Lessons from California, Iowa, New Hampshire, and Vermont
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?