Betheny Gross and Colleen McCann say thought partners can provide needed insights and coaching for schools implementing personalized learning. This is the fourth in our series of "Notes From The Field."
Michael DeArmond and Betheny Gross bring attention to the important, but often overlooked, role of principals in personalized learning. This is the third in our series of "Notes From The Field."
Michael DeArmond observes that few teachers appear to be taking advantage of technology's potential to support progressive teaching. This is the second in our series of "Notes From The Field."
Betheny Gross introduces a series of dispatches sharing early observations from CRPE's study of personalized learning.
Betheny Gross cautions that, to be successful, personalized learning must include high-quality, challenging content. This is the first in our series of "Notes From The Field."
Alex Medler weighs in on our latest report on the challenges of district-charter collaboration.
Robin Lake reflects on what "swing" looks like in high-performing schools that serve disadvantaged students.
Robin Lake writes that findings and headlines are now available to support just about any position on any educational topic.
Ashley Jochim and Patrick McGuinn examine why many states are abandoning Common Core-aligned assessments even while they embrace the new standards.
Paul Hill adds his opinion to Fordham's forum on discipline practices in America's charter schools.
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Hill and Jochim offer ideas and examples for how state chiefs can best use their powers to effectively lead the improvement of schools and districts.
Paul Hill and Ashley Jochim discuss ideas from their new paper, The Power of Persuasion: A Model of Effective Political Leadership by State Chiefs.
Hill and Heyward caution that the shorter school week isn't saving rural schools money, and it's risky for students.
New analysis finds that state chiefs need to use their powers strategically, to build coalitions and lead others to act urgently to improve outcomes for students.
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