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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.
The Massachusetts Consortium for Innovative Education Assessment seeks to redefine the measures of student learning. The consortium believes that “In this day and age, we need to re-conceptualize assessment rather than tinker to refine a testing model that has limited value in furthering public education,” and that the best way to assess student learning is to return the role of designing assessments to those closest to students – teachers.
How do district and school leaders start the conversation about performance assessments with their colleagues, with students, with parents, with school boards? How do you change a practice that also requires a change in culture? Read on to hear some advice from our annual Quality Performance Assessment Summer Institute.