Using Evidence to Support Innovation in Teacher Professional Development

Posted on October 21, 2021October 18, 2021 by coreeducation

A new research-and-development partnership, led by AIR, focuses on an innovative program for K-12 teacher professional development. With support from a federal Education Innovation and Research grant, AIR is helping two organizations at the forefront of K-12 teacher professional development—The Danielson Group and Learning Forward—to develop, refine, and test the Professional Learning With Impact program. Read more about Using Evidence to Support Innovation in Teacher Professional Development[…]

State Efforts to Promote Equitable Access to Effective Teachers

Posted on October 14, 2021October 12, 2021 by coreeducation

In recent years, federal education programs and policies have increasingly focused on teacher quality as a means for closing achievement gaps, in part by directing states to measure teacher qualifications and performance and to promote equitable access to qualified and effective teachers among schools within a district. A new report by Andrew Wayne, Courtney Tanenbaum, Read more about State Efforts to Promote Equitable Access to Effective Teachers[…]

Rethinking Teacher Certification to Employ K-12 Adjunct Teachers

Posted on October 12, 2021October 12, 2021 by coreeducation

Recently, AIR published a report from Keri Ingraham, fellow at Discovery Institute, focused on the possibility of using adjunct teachers for K-12 classrooms for limited roles. Excerpts from this intriguing piece appear below: Trends in higher education tend to trickle down to K–12 schools over time. In the K–12 setting, adjunct teachers could be hired Read more about Rethinking Teacher Certification to Employ K-12 Adjunct Teachers[…]

Driven by Data: Using licensure tests to build a strong, diverse teacher workforce

Posted on October 5, 2021October 4, 2021 by coreeducation

With the release of data never before published, NCTQ focuses on a uniquely challenging point of teacher certification: licensure tests. Their report, Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce, raises many important considerations around the use of licensure exams and their results. After a careful analysis of available data, Read more about Driven by Data: Using licensure tests to build a strong, diverse teacher workforce[…]

September Issue Brief: Teacher Leadership

Posted on September 28, 2021September 26, 2021 by coreeducation

There is no doubt that teachers exert an incredible influence on students and their learning. But what if teachers hold the key to school and district-wide reform as well? In Core Education’s September Issue Brief, we explore the many ways schools and districts are offering exceptional teachers opportunities to share their knowledge and extend their Read more about September Issue Brief: Teacher Leadership[…]

Why Teachers Should Help Students Develop Strong, Positive Identities

Posted on August 5, 2021August 2, 2021 by coreeducation

Writing for The 74, Patrick Cook-Deegan shares four tips for helping students develop strong, positive identities. Excerpts of the piece appear below: No matter the subject they teach, all educators share a common cause: supporting students to build agency and purpose. To accomplish this goal, they must give students the opportunity to holistically develop their Read more about Why Teachers Should Help Students Develop Strong, Positive Identities[…]

Using Transcription Analysis to Replace Traditional Classroom Observations

Posted on August 3, 2021August 2, 2021 by coreeducation

Writing for Fordham’s Flypaper, Amber Northern recently reviewed a new initiative that uses transcript analysis to promote teacher professional learning. Excerpts of the piece appear below: Traditional classroom observations are time and labor intensive, as they are meant to capture the many nuances of student-teacher interactions and thereby inform future practice. A recent paper from Read more about Using Transcription Analysis to Replace Traditional Classroom Observations[…]

A DEI Guide to Teacher Preparation Outcomes and Indicators

Posted on June 16, 2021June 14, 2021 by coreeducation

High-quality teacher preparation can play a critical role in dismantling inequities in education, such as disparities in student achievement and access to high-quality education, which often exist and persist along racial and ethnic lines. Black and Latinx students and students experiencing poverty – like Indigenous, Asian and other students of color – are more likely Read more about A DEI Guide to Teacher Preparation Outcomes and Indicators[…]

Accelerate, Don’t Remediate: New Evidence from Elementary Math Classrooms

Posted on June 10, 2021June 9, 2021 by coreeducation

Research suggests students have experienced more unfinished learning over the last year than ever before. With the COVID-19 pandemic waning, school systems are facing a critical choice about how to respond. Should they use the traditional approach of reviewing all the content students missed, known as remediation? Or should they start with the current grade’s Read more about Accelerate, Don’t Remediate: New Evidence from Elementary Math Classrooms[…]

High-quality Curriculum Doesn’t Teach Itself

Posted on April 22, 2021April 18, 2021 by coreeducation

Recently in Fordham’s Flypaper, Robert Pondiscio reviewed the new “Professional Learning Partner Guide” published by Rivet Education. Excerpts of the piece appear below: A new initiative is taking up the challenge of reviewing and rating professional learning in a more rigorous way, centered on the adoption and use of “high-quality instructional materials” (HQIM), and with Read more about High-quality Curriculum Doesn’t Teach Itself[…]

Overcoming Challenges of Concurrent Learning

Posted on April 8, 2021April 2, 2021 by coreeducation

Many schools are using a simultaneous learning approach, where teachers work with all students, both in person and online, at the same time. However, writes The 74 contributor Beth Rabbitt, despite hard work and good intentions, full-time, simultaneous learning is not a best practice. Online models are least effective when teachers try to engage learners Read more about Overcoming Challenges of Concurrent Learning[…]

Mere Engagement: Reflections about the Connections Between Online Learning, Student Agency, and Student Engagement

Posted on April 6, 2021April 2, 2021 by coreeducation

School leaders mustn’t lose sight of the need for student agency and student engagement as they contend with the myriad challenges posed by COVID-19. In fact, they must reimagine what agency and engagement can look like in cases when students are learning virtually and also when they are unable to connect. Mere Engagement: Reflections about Read more about Mere Engagement: Reflections about the Connections Between Online Learning, Student Agency, and Student Engagement[…]

Staffing Innovations from the Pandemic

Posted on April 1, 2021March 29, 2021 by coreeducation

Recently in The Hill, Thomas Toch and Lynn Olson, both of FutureEd, reflected on staffing innovations that are emerging as promising practices amid the pandemic. Excerpts from the piece appear below: One reason distance learning has been such a harrowing experience during the pandemic is that most schools merely shifted the traditional teaching model to Read more about Staffing Innovations from the Pandemic[…]

A Teacher’s View: Remote Teaching Doesn’t Feel Like Teaching. Six Steps Toward Putting the Nuance Back Into Classroom Interactions

Posted on March 31, 2021March 29, 2021 by coreeducation

Recently in The 74, Nat Damon, a 25-year educator and author of Time to Teach: Time to Reach reflected on how to put the nuance into virtual teaching. Excerpts of the piece appear below: Remote teaching does not feel like teaching. This is not the same as saying remote teaching is not teaching. It absolutely Read more about A Teacher’s View: Remote Teaching Doesn’t Feel Like Teaching. Six Steps Toward Putting the Nuance Back Into Classroom Interactions[…]

REL West Resources on Independent Learning

Posted on March 30, 2021March 29, 2021 by coreeducation

During the current COVID-19 global health crisis and shift to distance learning, students are being asked to do more independent work—reading, writing, and problem solving—outside of their time in class. School and district leaders in the West have expressed a need for teachers to have access to user-friendly, research-based guidance on effective ways to design Read more about REL West Resources on Independent Learning[…]