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Why Schools Need to Change

Going All-In with Students

If educators are going all-in with students, demonstrating empathy and support, what should accountability for bad choices look like?
Professional Learning

How Coaches Can Help Teachers Provide Deeper Learning Online

COVID-19 has caused schools to question many assumptions. A teacher coach re-evaluates how coaching helps teachers focus on what really matters.
Building Community

How I Was Raised as a Teacher

New and aspiring teachers—and their students—would be better served with extensive coaching and mentoring by experienced, competent, expert teachers.
Why Schools Need to Change

At any Distance: Listening to the New Education Ecosystem

​Where we learn will teach us how we learn. What does that mean in a time of school building closures?
Building Community

Radical Connectivity: A Potential Big Win for Educators from COVID-19

Nearly overnight, the pandemic radically disrupted education's traditional pathways of human interaction. Three principles, evolving in real time, will change how education operates in a post-COVID-19 world.
Reimagining Assessment

Co-Design as a Lever for Increasing Student Agency: Assessment for Learning in New Hampshire

This memo highlights the work of the New Hampshire Learning Initiative (NHLI), a member of the Assessment for Learning Project (ALP) network. The memo describes their efforts to support educators across the state to actively engage students as partners in co-designing learning goals and assessment strategies, showcasing how these efforts have enriched the experiences of teachers and students in two districts.

Stanford Center for Opportunity Policy in Education (SCOPE), November 2018
Reimagining Assessment

Rethinking Students’ Role in Assessment to Promote Greater Equity: Learning from Del Lago Academy

This memo explores some of the assessment for learning practices that the Assessment for Learning Project (ALP) is supporting at Del Lago Academy of Applied Sciences, a small public high school in Escondido, California that educates a diverse group of scholars to develop industry-specific skills and expand their social networks and access to opportunities.

Stanford Center for Opportunity Policy in Education (SCOPE), October 2018
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
Reimagining Assessment

Virginia’s Student-Led Assessment Networked Improvement Community: Coming Together for Systems Change

This memo describes how 11 Virginia school divisions have come together to form Virginia's Student-Led Assessment Networked Improvement Community. This Networked Improvement Community (NIC) is focused on increasing the use of student-led assessment practices, including capstone projects, to increase students’ agency and ownership of their learning and assessment experiences.

Stanford Center for Opportunity Policy in Education (SCOPE), October 2019
Enabling Change

When Humans, Not Systems, Run Schools

​The districts in NGLC's change management project have transitioned to home-based learning with rapid design of new systems and communication, propelled by their professional cultures of distributed leadership.​