In England, all schools feature “distributed leadership.” Here, not so much. Michael J. Petrilli and Amber M. Northern, Ph.D.
President Obama’s contempt for the Constitution, and Secretary of Education Arne Duncan’s unfortunate disregard of that document, have been loudly and justly decried by critics of executive overreach. Less heralded, but equally troubling, is the mission creep of the Office for Civil Rights as it works to reshape the education world and to right whatever alleged wrongs it thinks it sees.
[Editor's note: This is part two of a multi-part series on the use of prior knowledge in literacy. It originally appeared in a slightly different form at Tim Shanahan's blog, Shanahan on Reading.
I recently wrote about exciting new charter school results in Washington, D.C..
Over the past decade, the English government has revamped that country’s approach to school leadership. At the center of the reform is the sensible idea that school leadership needs to be a team endeavor. While not a new idea—there’s been for years plenty of discussion about “distributed leadership” on both sides of the pond—the Brits got busy actually making it happen as opposed to jawboning about it. Central to their leadership structure is the formalization of three levels of school leaders, each with distinct roles and responsibilities: headteachers who lead schools (equivalent to the principal’s role in the U.S.), senior leaders or deputy heads who assist the headteacher (similar to the vice principal role in American education but...
What does school leadership development in England look like, how is it changing, and what can other countries learn from the English approach?
[Editor's note: This is part one of a multi-part series on the use of prior knowledge in literacy. It originally appeared in a slightly different form at Tim Shanahan's blog, Shanahan on Reading.]
Maybe it's because I just saw Interstellar last week, but after a weekend-long Twitter battle with American Federation of Teachers President Randi Weingarten and her defenders, I
Educational systems around the world are in a critical state. Nearly everywhere, they struggle with poor-quality schools, persistent inequality, and local administrations with restricted budgets—which all combine to compromise the educational opportunities of a large portion of the student-age population.
As my Bellwether colleague (and D.C.
Good ideas that pose myriad challenges. by Liz McInerney
Sending literacy tips to low-income parents seems to work. by Robert Pondiscio
How to improve the teaching workforce with more effective hiring practices. by Amber M. Northern, Ph.D.
Opportunities abound if only Catholic schools will seize them. by Chester E. Finn, Jr.
[Editor's note: This is the fourth post in our latest blog series by John Chubb, "Building a Better Leader:
Looking back and looking forward at the Cristo Rey school model.
Looking at improvements in Texas charter school performance over the years.
Fordham Institute to evaluate Common Core assessments on quality and content alignmentPARCC, Smarter Balanced, ACT Aspire, and Massachusetts participating in landmark studyMedia Contact:Michelle [email protected]
[Editor's note: This is the third post in our latest blog series by John Chubb, "Building a Better Leader: Lessons from New Principal Leadership Development Programs." See here and
Public school districts in the United States face a tough reality: Student needs are mounting and accountability demands are on the rise, but resources remain limited or are on the decline.
Secretary Duncan's latest misstep. by Michael J. Petrilli
