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"I believe that children are entrusted to us for guidance, compassion, and a quality education. I believe in nurturing a culture of care, that is grounded in having high expectations and providing an equally high level of support for our staff, families, community and most importantly, our students."
Educators cannot transform the system alone. The more we coordinate, the more likely we will be able to create the multiple pathways that schools, districts,and states need to create high quality personalized, competency-based systems that are equitable and fair.
CCE's Ruth Ellis reflects on the culmination of a successful school year, both personally and professionally with the Los Angeles Urban Teacher Residency Program.
If we’re striving for competency-based, personalized learning experiences for students, then it is equally important educators to have similar learning experiences.
In the daily struggles of working as an educator, it is easy to forget the hidden problems faced by our students—one of the most important being whether they have a nighttime residence that is fixed, regular, and adequate.
Lani Cabral-Pini, a 4th grade teacher in Revere, MA, shares her experience designing a new assessment task with MCIEA.
The micro-credential initiative is not about changing effective teaching; it is about expanding ideas and delivering resources for teachers who want to improve their already great classroom ideas with new ideas, new paths, and new paradigms.