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community engagement

Why Schools Need to Change

Data, Metrics, and the Real Goal: Increased Learning

If analyzing metrics doesn’t lead you to new ideas, new skills, and trying new things to improve student learning, then you might be in a Surrogation Snare.
Building Community

6 Massachusetts teams head to California with the NGLC Innovative Schools Learning Excursion

​Selected in a competitive process, the 6 school teams will inspire and engage diverse stakeholders in creating a new vision for teaching and learning.​
Reimagining Assessment

Graduate Profiles: A Promise We Can Keep?

Graduate profiles can become a powerful promise to young people when we consider the conditions driving student performance in and out of school.
Building Community

Supporting Our Learning Communities in a Time of Crisis

Crowd-sourced resource hub, tools & materials to support next gen learning communities in crisis moving to remote or virtual settings in the wake of COVID-19.
New Designs for School

Connection, Core Content, and Creativity: Three Values for Distance Learning

With school building closures, Two Rivers in Washington DC is guided by 3 core values: connection, core content, and creativity.
New Designs for School

Learning at Home Starts with Human Connection

​Three ways Distinctive Schools teachers and students remain deeply connected to each other during the COVID-19 pandemic.
New Designs for School

Map Academy: Designed for Disruption

“Designing for the margins” prepared Map Academy in Plymouth, Massachusetts to meet challenges associated with the COVID-19 pandemic.
Enabling Change

The Multiple Fallacies of Reopening School

A failure of imagination may be the greatest barrier to opening schools in ways that provide the best learning conditions for students during the pandemic.
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.