Showing posts in the category Communities of Practice
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A Los Angeles-based principal uses meditation to keep students focused and engaged.
Gary reflects on his time at the 2017 Mid-Atlantic Conference on Personalized Learning, where he heard about how schools in Pennsylvania are using personalized learning to fill their own, unique needs.
After conducting interviews with 33 young adults with divorced parents, we learned that for the majority of the sample, the divorce resulted in a poorer relationship with their fathers, often because their feelings of loss could not be overcome or parents created a context where seeing dad was stressful. However, for nearly all of those whose relationships got worse immediately post-divorce (often in adolescence), relationships improved in young adulthood.
"We spend 12 years of our youth in authoritarian settings, where no one we encounter has democratic rights over the important decisions being made daily. In a school like Mission Hill, and some other brave public schools, we are exploring what would happen if all our constituents felt “this place belongs to you and me.” We agreed to disagree in public on purpose, so we would all learn to disagree in useful ways that did not hurt the school."
CCE’s District and School Design (DSD) practice area convened recently to discuss strategies on having crucial conversations about race and equity. With educational equity at the core of our work and race at the center of our daily news, we questioned how best to talk about race and equity with our partner schools, district, and educators.
When schools or districts decide to take the plunge and shift to a learner-centered, proficiency-based system, one of the key “must-haves” is the support of the faculty. So how to do you garner the support of faculty effectively? Matt and Courtney share three ways to help the process along.
In August, Gary went out to Salem to hold a professional learning institute to assist the Oregon Department of Education in building educator capacity to pilot validated, high quality performance assessments in the classrooms. He writes about the experience and marvels at how quickly and unexpectedly we can find ourselves in the position to do great work in education