Showing posts in the category Communities of Practice
. Show all
On a rainy afternoon in late November, a group of scholars at Del Lago Academy in California were invited to join me in a conversation about what learning might look like twenty years into the future. They were constrained only by their imagination and were encouraged to think beyond their wildest dreams. What they shared both inspired me and gave me pause as an educator. This is their story, crafted from my notes.
At Pyne Arts Magnet School in Lowell, MA, students are completing performance assessments at every grade level and finding their voices.
In our large, urban school district—Jefferson County Public Schools—we are challenging ourselves to do more than ask students to bubble in circles to “prove” what they know. We are expecting students to demonstrate and provide evidence of their abilities, skills, and dispositions. This has proven to be a worthy and large task.
Performance assessment implementation is a years-long commitment. It's generally good practice to see what folks who've already embarked on this journey have been doing, and below you'll find pertinent advice on performance assessment and design from educators in our MCIEA districts.
Alternative high school principals Ron Schmidt (Chelsea Opportunity Academy in Chelsea, MA) and Margaret Green, (Next Wave / Full Circle in Somerville, MA) share learnings, insights, and advice about the school design process.
We'll be at iNACOL 2019 and we want to see you there! Join CCE for a number of sessions on equity, school redesign, innovation, and more.
If you could create an ideal dataset of students’ and teachers’ experiences at their schools, what would be in it? How might you use it? And, specifically, would you ask about school diversity or school integration?