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Professional Learning

For Teacher Professional Growth, Study the Soil

Professional learning needs to meet teachers where they are. To do that well, facilitators need to know the teachers and their context.
Why Schools Need to Change

The Importance of Real-World Learning for Students

Educators are partnering with their communities to prepare young people for life-long success through real-world learning. Toolkit included!
New Designs for School

Infusing the Arts into Personalized Learning

Arts and academic content teachers worked together to integrate the arts into a personalized learning model for a new Chicago school.
Designing for Equity

What Happened When My School Started to Dismantle White Supremacy Culture

When Visitacion Valley Middle School staff explored White Supremacy Culture, it gave them a new framework to define their North Star: an anti-racist school.
New Designs for School

Design Your Classroom for Changemaking

3 tips to best set up your classroom for meaningful innovation opportunities, for students to design solutions to make the world a better place.
Building Community

Live the Inclusion Dream: Two Pitfalls to Avoid in Co-Teaching

Co-teaching in an inclusion classroom has its rewards for special educators and general ed teachers alike, but only if co-teachers avoid these two pitfalls.
New Designs for School

Deep Community Partnerships Lead to Authentic Project-Based Learning at OUSD

How to create authentic PBL? In Oakland Unified, community partners and teachers are working together from the very beginning to design projects.
Reimagining Assessment

Developing A School Culture of Meaningful Feedback Deepens Everyone’s Learning

This memo highlights the work of Summit View Elementary School in Tucson, Arizona and its use of ideas and practices from a blended online course, Student Agency in Assessment and Learning (SAAL) developed by researchers at WestEd, an Assessment for Learning Project (ALP) grantee. The blended course helped teachers actively use assessment for learning strategies, such as peer-to-peer feedback, in their teaching. Teachers are learning to teach for deeper understanding by using these strategies in their classrooms and by making their teaching practices visible to themselves and their colleagues.

Stanford Center for Opportunity Policy in Education (SCOPE), August 2019
Professional Learning

Teacher Onboarding: A Problem of Practice Series

This collection examines teacher onboarding for next gen, blended learning, why it is important and what the research says. It offers actionable solutions, resources, and real-world examples of how others have succeeded. Specific topics include communicating the purpose and vision of the innovative model, preparing teachers to be successful in the innovative model, and ensuring teachers understand and engage with the communities they serve.

The Learning Accelerator
New Designs for School

The New "I Do, We Do, You Do"

"I Do, We Do, You Do" instruction balances 3 kinds of learning but here's how it also can give students equal opportunity to participate and master the content.