Tacoma TEACH: Making a Difference Through Collaboration
Funded by a 21st Century Community Learning Center grant from the Washington State Office of the Superintendent of Public Instruction, the TEACH Project Director shares their mission to help stabilize the Tacoma Hilltop community by creating partnerships and relationships to implement after-school programs and family activities to build strong and successful families and children.
Trends in School Reform
The Superintendent of Schools for the Tukwila School District considers standards-based reform, comprehensive school reform and student-centered reform.
Lessons Learned from 15 Years of Family Engagement through Powerful Schools
Powerful Schools is a nationally recognized non-profit based in south Seattle, dedicated to promoting student success in the city's academically and economically challenged public elementary schools. Powerful Schools' five core programs funnel vital resources into these schools, including academic expertise, skilled mentors and tutors, an integrated writing, arts, and reading curriculum and ongoing involvement and support from families, neighboring businesses and communities.
Rebecca Sadinsky and Greg Tuke
Present and former directors of Seattle's Powerful Schools describe what they have learned about organizational change in this remarkable inner-city project.
Welcoming Spirit Into Our Schools
The principal of Seattle's The New School makes a case for creating intentional communities where adults honor the spirit of the child.
Inspiring All Children to Learn
The Executive Director of Seattle SCORES explains how children in low-income urban neighborhoods are inspired to learn through this innovative after-school program.
How Do You Get Black Kids to Learn? You Just Teach Them! A Conversation with Anitra Pinchback
Interview with an award-winning teacher from the African American Academy about her successful strategies for raising the academic achievement of her students.
Alderwood Middle School Makes a Difference
Pat Steinburg and Suzie Baier
A Special Education specialist and a school principal share their strategies to create a learning environment that resulted in improved test scores, school participation, and parental satisfaction for students with disabilities.
A Principal's Vision
The Principal of Bemiss Elementary School (with more than 85% of the students on free or reduced lunch) explains how the program provides students with the academic and social skills and abilities they need to make choices in their lives.
Structuring for Students' Success
The staff at Maple Elementary in Seattle share their success through building in time for communicating with each other, investigating and incorporating new teaching strategies, and by involving their community in their decision making process.
School Improvement Process Works at Hood Canal School
A School Improvement Facilitator shows how school success results from hard work, dedication, staying the course and being intentional with the use of data to drive decisions.
Student Academic Progress: Making A Difference
Principal of Van Asselt Elementary School describes a successful program that supports identified needs of students and their community.
A Report on Washington State's Commission on Student Learning
Marlene C. Holayter
A report by Marlene Holayter on the progress being made by the Commission on Student Learning in Washington State.
The Olympian Initiative: Training Kids to Think Like Olympians
A two-time Olympic athlete delivers an update on a project working to transform schools.
Achieving Educational Excellence: The Agenda for the First Decade of the Twenty-first Century
A nationally recognized expert in educational change outlines a plan for restructuring schools in the 21st century.
What Will It Take?
What are the characteristics of quality schools that make it possible for students to master the ambitious academic standards of Washington State? Is there a relationship between the funds provided the schools and the results? The What Will It Take (WWIT) project is focused on finding answers to these challenging questions.
Success by Design
Deborah describes Interagency Academy, a public school in Seattle designed to meet the needs of its students. The article includes links to videos of Academy students voicing their thoughts on education.
Recreating Schools for All Children
In this article, the author identifies twelve characteristics of successful schools, and the common mistakes made by well-meaning educators that get in the way of success.
GEAR UP: Making College More than a Dream for Disadvantaged Kids
The GEAR UP Program gives students hope, encouragement and practical advice for getting through high school, into college and on to successful careers through opportunities to participate in meaningful activities, relationships with caring, supportive adults, and high expectations.
Passages Northwest: Inspiring Courage in Girls and Women
Sheryl Kent, Susan Evans, and Kim Shirley
Staff members share their girls' and women's program dedicated to educating and motivating girls and women to develop leadership and courage through the integrated exploration of the arts and the natural environment.
What is the Gates Foundation Doing in Education? An Interview with Kenneth Jones
A visit with Kenneth Jones of the Gates Foundation.
A Different Kind of Independent School Designed for the 21st Century
The principal of the new Seattle Girls School describes their unique program and may explain some of the reasons that girls' schools are springing up throughout the country.
Why Every Child in America Deserves a School Where She/He is Known and Valued
David Marshak, Ph.D.
David Marshak, a member of the New Horizons for Learning Board and a professor at Seattle University, writes about the power of personalization in schools. He proposes a paradigm for American schools where personalization is the core principle.
What Kind of Schools Are We Going to Have in the Future?
A former education reporter and Seattle School Board member reviews what he has learned about the potential of small schools.
Strategy for Improving High School and Middle School Student Achievement Through Development of Small Schools
Improvement spotlights transformation from large to small schools as the most effective action available to U.S. school districts for improving high school and middle school academic achievement for all students.
Another Way: The Montlake Project
LaVaun Dennet and her staff decide to restructure their school to better meet the needs of their at-risk students. They knew smaller class sizes would benefit their children, but the budget and their building forced them to think "out of the box" to achieve their objectives.
The Impact of Collaboration, Assessment-driven Instruction, and Site-based Professional Development on an Elementary School
A teacher writes of his experiences in a program implemented in his school by NWIFTL.
Intergenerational Connections: Creating "Magic" for Young and Old Dorothy
Having volunteers in the classroom benefits everyone.
Why Parents Who have Experienced Multi-Year Classrooms for their Children Love Them!
Single year relationships among students, teachers, and parents were invented in 1806 in Prussia and brought to the United States in the 1840s by Horace Mann. This is a pre-psychological model for organizing school that is illogical and destructive. It's way past time to let it go. Schools that feature multi-year relationships among students, teachers, and parents offer profound academic and social and emotional advantages over single year schools.
Breathing Life Into Our Schools
While women have increasingly participated in leadership roles in the organizational life of schools and school districts over the past several decades, the original masculine structures were established before women played a role in leadership. Kerber's argument is that a better balance between the masculine and feminine would create more collaborative and creative work environments, healthier organizational structures, and better learning environments for boys and girls in our schools.
LINKS For Learning
The program director explains strategies to increase academic success and reduce the high dropout rate through improved school performance at the elementary level.
A New Wave of Evidence: Relationships Between Effective Parental Involvement and Student Achievement compiled by the Washington Alliance for Better Schools
A synthesis of the latest research finding a positive and convincing correlation between family involvement and benefits for students.
Investing in K-12 Education, One Child at a Time
Director of Citizen's Endowment for Education (CEEDS) emphasizes that the only way to realize the ideal of an excellent education for every child is to invest in every individual child and youth's inalienable birthright to an appropriately customized education.
Nation's Students Still at Risk
Harvey, a professor of education at the University of Washington, contributes an especially timely and informative editorial about the current state of education in our country.
Award-Winning District Reaches All Its Kids
How does a school district meet the needs of all of its learners learning at different rates? Chugach shares its innovative approach.
Respecting Teacher Professional Identity as a Foundational Reform Strategy
If we consider relationships with colleagues and young people to be at the core of teacher professional identity, how might we think differently about the challenges of enacting school reform?
How Teacher Thinking Shapes Education
It is not only what teachers say and do, but how they think that can affect how students learn.
Small Schools and the Issue of Scale: Executive Summary
Just how effective are smaller high schools? Patricia Wasley shares the results of the study, Small Schools -- Great Strides.
Teacher Talk: Teachers Building A Professional Community
Teacher Talk, a regular gathering of classroom teachers to talk about teaching, offers insight and collegiality to teachers and helps them to do an even better job in the classroom.
Rethinking Education in Light of Great Change
S. J. Goerner
Goerner explains the complexity of the problems in education in order to help correct them.
Organic Education™: A National Imperative
Educational consultant outlines principles from which to build a school system that can prepare our kids for the 21st century.
Healing Math Learners
George W. Gagnon, Jr.
The metaphor of healing math wounds inflicted by poor curriculum, poor instruction, and poor assessment is the basis of this essay on the current condition and changes needed in math education.
North Carolina Education Project Closes Achievement Gap
Bright IDEA, a program using gifted techniques to teach all children, is achieving remarkable academic results for students at all ability levels in North Carolina.
Arthur L. Costa and Robert J. Garmston
Arthur L. Costa and Robert J. Garmston present a systematic map of educational outcomes intended for use by educational leaders. Students who can pursue broad meanings are better able to become citizens who are ready to contribute to a democratic society and a global community.
Class Size: Does It Really Matter?
Robert J. Rios
Robert J. Rios writes about overcrowded classrooms from his perspective as an educator at an alternative school in New York City.
Keys to School Success
National Education Association
Identified factors that all high achieving schools have in common. Based on more than five years of research by the NEA.
Learning, Learning Organizations, and Leadership: Implications for the Year 2050
The major issue that confronts educators in America is whether or not we can transform education and create schools that can successfully prepare our nation's students for life in the year 2050.
A New Crisis in America's Schools
No Child Left Behind requires school districts to meet the rigorous standards set by the new law or risk losing millions of dollars in federal aid. This has forced educators across the United States to choose between the basic skills the legislation promotes and measures and the broader traditional curriculum in which academic success is not always as easily assessed.
Understanding Why Education Must Change
Renate Nummela Caine and Geoffrey Caine
Researchers Renate and Geoffrey Caine offer their perspective based on current brain research and analysis of pervasive assumptions that interfere with the development of schools and learning organizations that work for all.
Beyond the Rhetoric of the Achievement Gap
Dr. Stephen Fink
The co-director of the University of Washington's Center for Leadership addresses one of today's foremost challenges in education.
The Profound Knowledge School
Lewis A. Rhodes
W. Edwards Deming popularized the term "Profound Knowledge" to describe a base of fundamental beliefs that provided the context for the ways he made sense of organizations. More current terms for such framing beliefs are "paradigm" and "mental model." Thus Deming's System of Profound Knowledge t is a systemic, holistic core of fundamental beliefs about organizations -- and the people who comprise them -- that frames the way one perceives, and operates in, the world.
Acceleration, Not Remediation: Closing the Achievement Gap with AVID Strategies
How an international educational reform program is helping to close the achievement gap.
Transforming Geography in our Schools
We must perceive the need for geography in a modern world where our very survival depends on attitudes towards our planet and our neighbors.
Featured Item: Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher
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