The Aspen Education & Society Program provides an informed and neutral forum for education practitioners, researchers, and policy leaders to engage in focused dialogue regarding their efforts to improve student achievement, and to consider how public policy changes can accelerate progress. Through our meetings, analysis, commissioned work, and structured networks of policymakers and practitioners, the program develops intellectual frameworks on critical education issues that assist federal, state, and local policymakers working to improve American education.
Also from The Education & Society Program:
This professional learning module is designed to assist teachers, schools, and districts in understanding how to better leverage collaborative, instructional leadership teams (ILTs) and how to examine data by looking at student work (LASW). The module includes a PowerPoint presentation, a Facilitator’s Guide, and a suite of ready-to-use tools.
To strengthen state implementation of Common Core State Standards and meaningful teacher evaluations, the Aspen Institute and the Council of Chief State School Officers (CCSSO) in this policy brief suggest ten actions to move beyond simply implementing ambitious reforms in parallel-- teacher evaluation and the Common Core-- to integrating them into a system-level whole. To do that, author and Aspen Education Program Executive Director Ross Wiener describes the linkages between implementation of Common Core and teacher effectiveness policies and offers practical suggestions to state leaders on how to ensure teachers are using strategies that engage students in learning at high levels.
Public education is focused intensively on designing and implementing meaningful teacher evaluations. To convert evaluation information into more effective teaching, teachers, principals, and system leaders need to embrace a culture of ongoing, two-way feedback and a commitment to continuous improvement. Developed in partnership with The Parthenon Group, Evaluating Evaluations explains how teacher surveys can advance this work by engaging teachers, generating information on what’s working and what’s not, and supporting reciprocal accountability in education improvement efforts.
How the serious commitment of Denver district leaders to deeply engaging teachers and principals in designing a new teacher evaluation system is paying off for everyone, including students.
The Common Core State Standards is a near-universal set of academic standards adopted by 45 states and the District of Columbia. It represents a paradigm shift in the teaching of English Language Arts and math, emphasizing deeper learning and application of knowledge. This flyer makes the Common Core accessible to families and other stakeholders, explaining what the standards are and why they are important for improving public education.
This three-part series of professional development modules is designed to meet the needs of educators making the key instructional shifts in ELA & Literacy for the Common Core. Each module-on text complexity, close reading and text-dependent questions, and designing close reading exemplars-comes with a Powerpoint presentation and facilitator's guide designed for PD instructors, as well as a suite of supplemental exemplars, worksheets, and other resources.
To assist teachers in understanding and employing the Common Core instructional emphasis on close reading in the classroom, this primer addresses three key questions:
1. What is "close reading" of text, and what are its essential attributes?
2. What is the role of background knowledge in the development of reading comprehension, and when should teachers activate and/or provide background knowledge?
3. What should teachers and district leaders consider about close reading as they prepare to implement it in practice?
October 9, 2012
To mark the release of new Common Core resources, the Aspen Institute Education & Society Program convened a panel of distinguished leaders of implementation to assess current efforts and outline priorities for the work ahead.
Panel: Sonja Brookins-Santelises, Chief Academic Officer, Baltimore City Public Schools; Michael Cohen, President, Achieve; and Dwight Davis, Classroom Teacher and Teach Plus Fellow, District of Columbia Public Schools.
March 30, 2012
Hillsborough County Public Schools has launched a teacher evaluation system that has attracted attention from educators and policy makers across the country. Centralized, collaborative, communications-driven and adaptable are key characteristics of Hillsborough's approach. The system consists of two main components: observation of instruction and teachers' value-added scores, based on student test results.
March 30, 2012
The two top priorities in the Charlotte-Mecklenburg Public Schools' Strategic Plan 2014 Teaching Our Way to the Top are: focusing on equitable instruction district-wide, and creating a performance-oriented culture based on continuous improvement and accountability for results.
- Target use of teacher performance data
- Engage a broad group of stakeholders throughout the school, district, and community. Especially teachers.
- Track implementation with monitoring, feedback surveys and other oversight
- Build and adapt the system based on data collected
- Shift the district's focus from managing the amount of money and services provided to schools to focusing on student achievement and graduation rate