Contributed by Joe Crawford
About everywhere one looks or reads these days, some entity is pushing back against the CCSS, questioning their validity, their development process, and even, ultimately, their relevance to and very application to improve student performance. Many express fears that this is the
This post was originally published on Common Formative Assessments by Larry Ainsworth.
How can teachers really know what their impact is on student learning?
As educators, we want to make learning visible to our students. We constantly look for new ways to maximize our impact. We have
Contributed by Kelley King
As states work feverishly to roll out summative teacher evaluation systems in alignment with new federal guidelines, much of the discussion has centered on sources of evidence. Specifically, policy makers and school districts are asking, “What evidence should we seek (and what
One of the most confounding issues that schools face is the development of a common definition of progress. In many of our current accountability systems, we focus much more on levels of achievement (Advanced, Proficient, Basic, or Minimal) than we do on the progression of
An ongoing communication with an enthusiastic Social Studies teacher in a large Midwestern school district ended abruptly when she emailed me: “Due to NCLB corrective action our district will need to channel our professional development time and funds toward this goal. I’m so sorry that
It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear…It’s like being between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.
Contributed by Michael J. Graham
Google is taking over education as millions of students and teachers worldwide are using Google Apps to help their students create, collaborate, and share their learning. At last count, there are 20 million Google Apps for Education users in the United
Of all the changes facing busy educators across the nation presently, few if any have caused as much concern and angst as the new teacher evaluation systems nearly all states have rushed to adopt.
Many of these system adoptions have been in response to state applications
Stonefields School is a newly established school in Auckland, New Zealand. It opened its doors to a richly diverse and multicultural group of learners in February 2011 and has embraced a future-focused approach to learning. The school has been fortunate to begin from scratch—to embrace