VIDEOS: Education for Upward Mobility conference
A core assumption of the education-reform movement is that excellent schools can be engines of upward mobility. But what kind of schools? And to what end?
A core assumption of the education-reform movement is that excellent schools can be engines of upward mobility. But what kind of schools? And to what end?
Having worked on educator evaluation reform at a state department of education, I do my best to keep up with developments related to the extremely tough work of state-level implementation. I follow New Jersey’s progress especially closely because I took part in the work there (and I’m certainly biased in its favor).
Good morning. It’s wonderful to see so many friends and colleagues here today. My name is Michael Petrilli, and in August I took over as the president of the Thomas B.
You can’t teach reading the way you teach other subjects. Kathleen Porter-Magee
At the Education for Upward Mobility conference, the Thomas B.
A little effort can go a long way. Ellen Alpaugh
A look at the schools’ past, present, and future. Jeff Murray
From Canada: an effective, replicable program. Amber M. Northern, Ph.D.
A college-track student looks back with envy at career-track schooling. Emily Hanford
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.