Emily Ayscue Hassel
How to bring schools from the brink of doom to stellar success
Why Can’t Our Schools Acknowledge Them?
Redesigning jobs to extend the reach of excellent teachers to more students by having them work in collaborative teams will bring benefits to teachers, students, and the state as a whole.
What if all our nation’s schools could offer “dream jobs in education”? Charlotte schools are dreaming big—with dreams firmly rooted in reality.
The power of blended learning—to let students learn individually paced basics online, so teachers can focus on personalized, enriched face-to-face instruction—can bring excellent teaching to more students, and enable all teachers to earn more.
Middle and high school teachers who use blended learning and lead teaching teams can earn 20 to 67 percent more, within current budgets, and without class-size increases.
New school models that allow all teachers to succeed in teams increase the odds of widespread improvement in teaching and learning.
Rocketship leaders will fix a disconnect they see between what happens in the online learning lab and the classroom, to give teachers more control over the students’ digital learning and further individualize the teaching.
A new case study explains the steps taken to redesign four schools
Why not enter the teaching profession by learning from the best, on the job, and getting paid for it?
With all the buzz about the District Race to the Top and jockeying to fit it into differing agendas, you might miss its simple premise.
As more schools use technology and new staffing models to reach more students with personalized learning and excellent teachers, how will evaluation systems keep up?
New career paths for teachers send a clear, sustainable message that schools value teaching excellence and their great teachers’ positive impact on students, peers, and their profession.
Everybody loves a good infographic and we hope this one will change how you view education reform efforts.
We can all debate the relative importance of various education reforms, but one is little disputed: Excellent teachers produce more learning progress than other teachers, and they move kids on to higher-order learning.
Here’s the problem: even if our nation fully implemented most of the recommended legislation in the next decade, we still would be far behind other nations that made bolder changes years ago. In contrast, of course, many conservatives want to leave education up to state legislators, on whose watch K-12 education has plateaued and declined.
Potentially thousands of leaders capable of managing successful school turnarounds work outside education, in nonprofit and health organizations, the military, and the private sector.
Could redesigned tenure actually help grow the size and power of an elite teaching corps that reaches far more children with high-progress learning?
The top 10 percent of charter schools in the U.S. serve 167,000 children annually. If just this elite subset of charter schools grew at the 40 percent rate we see in other sectors, they could serve some 26 million students every year by 2025. Even if only half of the nation’s best charter operators grew that quickly, they could collectively serve every low-income child in American in 15 years.
Instead of just trying to recruit more great teachers, what if schools chose to reach more children with the great teachers they already have?
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