Out of curiosity, I recently asked 60 teachers attending a conference session on formative assessment to explain the difference between “summative” and “formative” assessment. To my surprise, the first volunteer described formative assessment as “the formal assessments we give kids to find out what they really know.” Other participant responses varied, from descriptions of in-class observations to a general understanding that any assignment a teacher uses to measure progress are all formative assessments—including online tests administered quarterly by the school district to gather program data.
Our expert researchers, evaluators, and veteran educators synthesize information gleaned from our research and blend it with best practices gathered from schools and districts around the world to bring you insightful and practical ideas that support changing the odds of success for you and your students. By aligning practice with research, we mix professional wisdom with real world experience to bring you unexpectedly insightful and uncommonly practical ideas that offer ways to build student resiliency, close achievement gaps, implement retention strategies, prioritize improvement initiatives, build staff motivation, and interpret data and understand its impact.
I recently read a blog post on developing innovation by George Couros, a principal with the Parkland School Division in Stony Plain, Alberta, Canada. I’m a regular reader of Mr. Couros’ blog, “The Principal of Change,” but this one struck a particular chord with me. In his blog post, Couros refers to Carol Dweck’s work on “fixed” versus “growth” mindsets. Building on Dr. Dweck’s work, and encouraged by the knowledge that mindsets are impermanent—one can move from one to the other—Mr. Couros proposes that it is also possible to move past the growth mindset to what he calls the “innovator’s mindset.”
Meaningful careers. Financial stability. Happiness. That’s what we all want for the future of our students, right? This might feel like an abstract, far-off concept when working with elementary school students. However, the foundation built during these formative years is exactly what supports achieving those goals. How do we cultivate the curiosity, tenacity, and student empowerment to help our students realize that future? Think: Science… Technology… Engineering… Math.
Successful school systems understand the need to attract, select, develop, and retain the right leaders. In a 2004 study for the Wallace Foundation, Kenneth Leithwood and the study’s authors found that effective leadership is second only to good teaching when ranking school and classroom factors that have a measurable effect on improving school outcomes and student performance. A later report from McKinsey & Company further emphasized that school improvement requires a strong pedagogy, supported by collaborative practices and leadership continuity.
Given all of the recent media attention on domestic violence and child maltreatment, from Ray Rice to Adrian Peterson and a recent National Public Radio story about a former abuser, the question lingers: how do we teach children about healthy relationships when they grow up with unhealthy models? Healthy relationship education largely resides in nontraditional education settings—part of 4-H and other community-based character development programs. Yet, it is something all youth should learn. Traditional education settings—schools—can give much wider exposure to this important facet of education.
Many factors can dramatically affect a school’s population in a short period of time. Maybe a new industry moves into town. Maybe a new school opens or an old school closes. Maybe school or district boundaries are redrawn.
Regardless of the causes, new student demographics bring both challenges and opportunities, and school faculty must decide how to respond. The experience may be both rewarding and disorienting. As faculty work to improve student outcomes, they may ask, “How do we adapt?”
Do American students view struggling in areas such as mathematics and science to be synonymous with failure? Research on American and Asian students suggests so.