Closing achievement and high school graduation rate gaps requires comprehensive school reform that includes a positive school climate that meets and develops the academic, social, and emotional needs of every student. Teachers are a vital part in creating a school climate that meets these needs and prepares students for college and a career.
According to the U.S. Department of Education’s Office for Civil Rights, schools with the largest populations of students of color are twice as likely as schools with smallest populations of students of color to employ teachers who have only one to two years of classroom teaching experience. In addition, numerous studies indicate that students of color, students with disabilities, and students from low-income families have less access to teachers with the proper credentials and subject-area expertise.
Redesigning Learning Spaces: Creating Brain-Friendly, Blended Learning Environments (Project 24 Digital Leadership Series)
This Google Hangout will explore how classroom spaces can be transformed into brain-friendly digital learning environments. As founders of classroomcribs.com, Erin Klein, Benjamin Gilpin, and A. J. Juliani will discuss how the learning environment, including physical spaces, plays a key role in how students learn and how creating a digital environment in such a space can transform the learning process as a whole.
If you are often debating between colors, themes, desk/table set up, and wondering how to design your learning space so it best supports all of your students, this webinar is for you. It will provide information and real school examples to assist in redesigning a classroom into one that considers brain research, gender, and digital impacts on learning. As an administrator, this webinar will provide concrete examples of how the learning environment impacts student learning and how a classroom or building makeover may just be what is needed to take student achievement to the next level.
Across the nation, states are proposing changes to the time dynamic in education to take advantage of the opportunities available in today’s modern technology driven world. The proposals to reimagine time include changing school calendars; providing more anywhere, anytime opportunities for students to learn outside of school; and transitioning to competency-based learning, which allows students who excel to advance only when they have mastered a subject and those who struggle to work on a unit or subject at their own pace and move on when they have mastered it. Under such a system, students become masters of their learning instead of being constrained by time restrictions.
This webinar will explore what states are doing related to time and competency-based learning, including an update on West Virginia’s efforts to reimagine time through their ground-breaking strategic planning effort to personalize learning for all of their students.
For decades, educators have sought to find better ways to close achievement gaps and better serve students at risk of failing courses or dropping out of high school. Of particular concern are the needs of students who struggle with personal challenges, such as pregnancy, mobility, or homelessness, and those who face academic challenges including credit deficiencies, are English language learners, or have special education needs. Many districts have turned to technology-driven solutions; yet in many cases, these efforts have failed to produce consistent improvements in student outcomes.
According to a new report by the Stanford Center for Opportunity Policy in Education (SCOPE), research indicates that there are examples of successful approaches to using technology to support at-risk students. SCOPE’s Linda Darling-Hammond, one of the report’s authors, will discuss the findings of the literature review and the three factors for success with at-risk students.
Please join the Alliance for Excellent Education for a webinar to discuss a new book that explores how schools are transforming teaching and learning to enable all students to demonstrate the knowledge and skills they need for the twenty-first century. Deeper Learning: How Eight Innovative Schools Are Transforming Education for the Twenty-First Century (The New Press, 2014), written by Monica Martinez and Dennis McGrath, examines school practices that support the development of deep content knowledge, critical thinking, problem solving, communication, collaboration, and academic mindsets.
West Virginia: First State to Implement Project 24 at the State Level to Personalize Learning for All Students
In 2013, West Virginia Gov. Earl Ray Tomblin announced that the state would be the first in the nation to undertake Project 24 (P24) as a statewide effort to personalize learning for all students. P24 is a ground-breaking initiative led by the Alliance to help states and school districts plan for and effectively use technology and digital learning to ensure that students graduate from high school ready for college and a career. The Alliance is working with West Virginia to assist in their efforts. All fifty-five West Virginia county school districts and two districts run by the state completed the P24 self-assessment, which provides important information to help in the P24 planning efforts.
Digital leadership is a strategic mindset and set of behaviors that leverages resources to create a meaningful, transparent, and engaging school culture. It takes into account recent technology innovations, such as ubiquitous connectivity, open-source technology, mobile devices, and personalization to dramatically shift how schools are run and structured to achieve college and career readiness in today’s competitive global economy. Digital leadership in education becomes exponentially powerful when using technology to its fullest.
Longstanding concerns remain about students’ access to effective teaching as states gear up to implement rigorous college- and career-ready standards. What policies and practices can redress the unevenness in teaching quality within and among U.S. schools, particularly those serving students of color and low-income students? Panelists will highlight current trends in the teaching workforce, the research on induction programs, and a systems approach to creating supportive teaching and learning conditions. A new Alliance report will be released in conjunction with the webinar—On the Path to Equity: Improving the Effectiveness of Beginning Teachers—that examines research on teacher turnover and performance and the implications for designing induction supports and professional learning as part of a coherent teacher development system. Panelists will also address questions submitted by viewers from across the county.=
10:00 am – 11:30 am EDT Carnegie Endowment for International Peace, Root Room 1779 Massachusetts Avenue, NW, Washington, DC
Longstanding concerns remain about students’ access to effective teaching as states gear up to implement rigorous college- and career-ready standards. What policies and practices can redress the unevenness in teaching quality within and among U.S. schools, particularly those serving students of color and low-income students? Panelists will highlight current trends in the teaching workforce, the research on induction programs, and a systems approach to creating supportive teaching and learning conditions. A new Alliance report will be released at the event—On the Path to Equity: Improving the Effectiveness of Beginning Teachers—that examines research on teacher turnover and performance and the implications for designing induction supports and professional learning as part of a coherent teacher development system.
American teachers participated for the first time in the 2013 round of TALIS, which focuses on teachers’ professional context and the conditions of the learning environment in which they teach. TALIS captures the perspectives of practitioners on key topics, including the degree to which teachers’ professional development needs are being met, insights into the beliefs and attitudes about teaching that teachers bring to the classroom, and the role that school leaders play in fostering an effective teaching and learning environment.