The Lens
Bringing vision and clarity to education policy
Wednesday, September 21, 2016

This is the fourth in our series of "Notes From the Field" on personalized learning.

Principals and teachers trying to personalize their students’ learning are charged with radically reimagining the classroom. It’s a tall order that requires educators to take risks, move outside their comfort zones, and essentially overhaul much of their jobs. What we’re seeing in the schools we’ve visited for this project makes clear that this work shouldn’t—and often can’t—be done alone.

Wednesday, September 14, 2016

This is the third in our series of "Notes From the Field" on personalized learning.

Monday, September 12, 2016

After I sent my kids back to school last week and watched the steady stream of adorable “first day” Facebook posts, I began thinking about all of the little things that schools do, or don’t do, that make a huge difference for students and parents during the first weeks of school. I started compiling a list of my own based on personal experience as a parent and as an observer of a lot of different kinds of schools, public and private, over the years. I also surveyed my colleagues at CRPE for their ideas.

Wednesday, September 7, 2016

This is the second in our series of "Notes From the Field" on personalized learning.

Wednesday, August 31, 2016

This is the first in our series of "Notes From The Field" on personalized learning. 

Tuesday, August 30, 2016

In 2015, CRPE kicked off a multi-year, multi-method study of district and regional systemic efforts to support schools implementing personalized learning. Personalized learning (PL) is designed to tailor instruction to individual students’ strengths, needs, and personal interests—often integrating technology—in order to boost student outcomes.

Wednesday, August 24, 2016

Researchers at CRPE use “Herding Cats” as a metaphor to describe the complications of district-charter school collaboration. I think they describe the challenges well, but they are also being polite. Really bad charter schools and the chance of changes in district attitudes toward them can make collaborating even harder than cat herding. As CRPE explains, collaboration should accommodate different interests and perspectives among all the actors.

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