On April 3, 2017, fourteen states and D.C. submitted their draft ESSA state accountability plans. This memo contains one-page summaries of each state's plan, focusing on four primary areas or “big decisions” that ESSA requires each state to address.
Ted Kolderie is one of two recipients this year of the Minnesota Association of Alternative Programs (MAAP) prestigious "Exemplary Award". Ted received the award at the 34th Annual MAAP Conference last week at the Verizon Center in Mankato.
Join us Tuesday, Feb. 7th with Silicon Valley-based Summit Learning as they describe their free program to help schools implement personalized learning, and the software they are developing in collaboration with engineers at Facebook that tracks students’ personalized learning plans. Hear from educators participating in a pilot, and about how you can participate.
A new section of our website with resources on Minnesota state policies that can help enable school districts to innovate with learning. Includes info on site-governed schools, the new teacher-governed grants program, and more.
Where exactly does chartering fit, in the strategy for public education? Across America that question is rising, as in a number of big cities the charter sector gets larger and as the local districts are losing enrollment. In this commentary in the StarTribune, Ted Kolderie looks at four current answers to the question—and suggests a fifth, more practical answer.
Having good definitions of the terms "student achievement" and "school quality" is important in our nation's quest to improve public education. But the two terms are often defined too simply, too narrowly, too controversially. This working memo puts forth our own deeper and broader definitions of these two important terms.
In October of 2015, Education Evolving (EE) produced a three-session series in partnership with the Achievement Gap Committee, each session examining a different dimension of the challenge to close the gap in achievement across different categories of students. This report is a selective summary of the main points and questions highlighted in this series.
Public education now has two sectors: a district sector and a chartered sector. Chartering—and this two-sector arrangement in general—needs to be thought of as a strategy for change, not just a set of schools. Given flexibility, the chartered sector can and does generate the needed innovation, the necessary improvements in learning.
The Minnesota Association of Alternative Programs invited Ted Kolderie to discuss how innovation is key to systemic change in public education and how schools must resist 'the pressure for sameness'. Kolderie called upon the 'alternative' sector to share its accomplishments in innovation—thus validating the sector and making clear that what is happening there is essential for change and improvement in the mainline district sector. This is his speech.
Teaching is the number one in-school factor affecting student outcomes. And a central part of the strategy for improving teaching involves better teacher preparation. With this report, we present our own contribution to that effort: we highlight essential elements and best practices for a new, different, and we believe better, teacher preparation program.
For three decades now, the course of action has been to accept the system as it stands and to push its schools and teachers to deliver ‘better performance’. Perhaps not surprisingly, that effort to get an inert system to do-better has not proved an outstanding success. The theory of action should instead be to turn public education into a self-improving system.
Much of the discussion about 'what's working' suggests that students learn because the school is district, charter, parochial or whatever. This is bizarre. Clearly, students learn from what goes on in the school; from its curriculum, pedagogy, materials and teachers. This report begins to sketch a taxonomy that gets at these more meaningful school properties.
A description of areas of autonomy, assembled while consulting literature and visiting schools during the writing of the book Trusting Teachers with School Success. And, examples of how schools have used those autonomies.
A big district like Minneapolis has dozens of schools, and all of them could be innovating. That is, in fact, the strategic plan. But the big brain — the central office — gets in the way. How might the state usefully intervene? A Sunday Commentary for the Minneapolis Star Tribune.
In November, 2014 the U.S. Department of Education proposed a set of priorities, requirements, and criteria for the federal charter grants to state education agencies. Here is the response of three senior E|E associates, to that proposal.