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Reimagining Assessment

Creating Identity-Safe Spaces So Feedback Can Educate and Motivate Learners

This memo highlights the ongoing work of the Leadership Public Schools (LPS) Network, driven by their belief that students are serious and capable learners, thinkers, and doers, worked to disrupt inequities by developing and refining student peer feedback practices. This memo describes what LPS discovered about creating the conditions in which peer-to-peer feedback motivates and educates each learner.

Stanford Center for Opportunity Policy in Education (SCOPE), December 2019
Reimagining Assessment

Lessons from the Assessment for Learning Project: Strategies for Building an Authentic Learning Community

This article explores findings from an evaluation of the Assessment for Learning Project, a grantee engagement strategy led by the Center for Innovation in Education focused on creating a learning community founded in continuous reflection and safety for risk-taking. The article shares the project’s model and approach, grounded in the core design elements of a field-facing learning agenda, grantmaking that leads with learning, and collective leadership. The article highlights the Assessment for Learning Project’s practices, such as a Request for Learning rather than traditional Request for Proposals; a requirement that grantees provide formative feedback to each other; and public demonstrations of learning in lieu of traditional reporting. And it explores how the project’s design helps flip the script on expertise by encouraging grantees to draw on one another for support and how it promotes a culture of experimentation that deepens learning relationships. Finally, this article points to the role of the project’s leadership team in modeling reflection and vulnerability, co-designing with grantees to bolster their leadership, and expanding its network by strategically connecting grantees to the broader field via a common learning agenda.

The Foundation Review, Volume 12, Issue 2, authored by Heather Lewis-Charp, M.A., and Daniela Berman, M.A./M.P.P., Social Policy Research Associates; Sarah Lench, M.P.A., Center for Innovation in Education; and Tony Siddall, M.B.A., Next Generation Learning Challenges. Available at scholarworks.gvsu.edu/tfr/vol12/iss2/10/
New Designs for School

Solving the Iceberg Problem: Addressing Unfinished Learning in Middle School Math through Tailored Acceleration

Tailored acceleration allows each student to access the most efficient learning path to get to college and career readiness.
Why Schools Need to Change

A Revolution in Education: Can it happen NOW? And how?

In this podcast hosted by Chris Unger, NGLC director Andy Calkins joins consultant Grant Lichtman and Kelly Young, president of Education Reimagined, to answer how educators at every level of the education system can effectively pursue new possibilities in agency and opportunity for all youth moving forward. They answer how a revolution in education might happen NOW.

A Revolution in Education Podcast Series, July 2020
New Designs for School

The Power of Student Choice in Remote Learning

The pandemic stripped students and teachers of a sense of control. Schools can give power and control back to students through meaningful choice.
Enabling Change

White Supremacy Culture Is Constraining Our Thinking about Reopening School

​We can create better solutions to reopening schools if we challenge the ways that the characteristics of white supremacy culture show up in our thinking.​
Enabling Change

Failure This School Year Is Inevitable. Now What?

​Educators have an impossible challenge ahead of them this year and they are courageously working to get it as right as possible.
Designing for Equity

Voices, Tools, and Resources for Equity in Education

Resources for educators who are committed to redesigning their schools so that education can be a force for diversity, equity, inclusion, and justice.
Professional Learning

Now, More than Ever, Teacher Meetings and PD Need to Practice What They Preach

Right now, teacher PD should model best practices for remote learning. It will increase engagement, reduce teachers' anxiety, and create space for experimentation.​
Professional Learning

3 Ways to Support New Teachers Joining Your Team This Year

Three ways to ensure new teachers feel they belong, they are prepared, and they are excited, even with COVID-19 changing back-to-school traditions.