Showing posts in the category Communities of Practice
. Show all
Guest writer Barnett Berry, CEO & Partner at the Center for Teaching Quality, talks about an emerging opportunity for competency-based professional learning—micro-credentials—and how micro-credentials can support practitioners to ramp up their performance assessment skills with efficiency and rigor.
Increasing culturally responsive teaching in math and science is as necessary as improving access to courses and qualified teachers in those subject areas—to support the academic success of African American and Latino students.
Thinking about including more performance assessment as an approach to project-based, deeper learning? Planning the next steps in building your staff members’ performance assessment literacy? Use this sample timeline as a resource when creating your action plan.
All too often, professional development opportunities for teachers follow the traditional “sit-and-get” model—an approach to learning that we all know needs to change. CCE’s Massachusetts Personalized Learning Network (MA PLN) is committed to making this transformation, offering engaging, authentic learning experiences for educators in the network.
The Assessment for Learning Project grantee community gathered to kickoff a “learning agenda” that models the power of networks in improving practice across the spectrum of stakeholders in education.
Gary talks about one of CCE's favorite norms: Assuming Best Intentions. If you assume best intentions, the quality of the conversation as a whole will rise. The focus will be on the merits of the work and its mission.
The story of one Los Angeles Urban Teacher Residency Mentor Teacher, Mr. Anthony Yom—an approachable, no-nonsense, enthusiastic, and committed AP calculus teacher who works tirelessly to make sure that his students succeed in school and beyond.