A recent article from the Omaha World-Herald (on Omaha.com) highlighted the work of the Nebraska Department of Education in updating the state’s science standards, including partnering with McREL to compare existing standards with Next Generation Science Standards (NGSS). McREL’s analysis showed content was similar but that the NGSS goes “deeper,” indicating the opportunity for NDE to raise the rigor and complexity of its standards statewide.
Category Archives: McREL in the News
An interview with McREL President and CEO Bryan Goodwin is featured in the latest episode of TLTalkRadio, a weekly podcast focused on leading schools in the digital age. Hosts Lynn Fuini-Hetten and Randy Ziegenfuss talk to Bryan about the future of education, inside-out reform, and McREL’s two most recent whitepapers, The Road Less Traveled and Rebalancing Formative Assessment.
In a recent post on ASCD’s Inservice blog, McREL’s Jane Hill focuses on newly arrived ELL students at the middle and high school levels who have limited or interrupted formal education and suggests strategies that can help teachers meet these students’ unique needs. A focus on functional literacy, for example, and speaking basics is a good place to start, Hill writes, so that students can “do the authentic reading and writing they need to function” as soon as possible. She also suggests an approach developed by Stanford researcher Jeff Zwiers referred to as PIE, which reminds teachers that speaking and listening activities should be purposeful, include intentional language or fill in an information gap, and be used for explicit language development.
In the latest Research Says column in Educational Leadership, McREL’s Bryan Goodwin and Heather Hein look at why, after years of various approaches to reduce the achievement gap between English-language learners (ELLs) and non-ELLs, the gap refuses to budge.
Despite dramatically rising numbers of ELLs in our nation’s schools, language acquisition is still largely misunderstood, the authors write, due in large part to a lack of professional development. This misunderstanding can lead to unrealistic expectations and a “deficit-thinking” mindset that puts ELLs at fault for their low performance. Goodwin and Hein suggest an “asset-based” approach to teacher education could help—one that focuses on language and diversity not as problems to solve but as opportunities to prepare all students for a globally connected world.
In the February issue of Educational Leadership, McREL’s Jane Hill focuses on six key actions teachers should and shouldn’t take when trying to engage and challenge beginning-level English-language learners. For example, teachers need to understand each ELL’s stage of language acquisition and not group them into too-broad categories, like “high level” and “low level.” Also, it’s important that all students—even the lowest-level ELLs—are engage in the same level of thinking. In other words, don’t water down the curriculum, regardless of an ELL’s level of English language acquisition.
An online news report on the University of Southern California’s (USC) website highlights the partnership between Professor of Psychology Daphna Oyserman, McREL International, the University of Illinois at Urbana-Champaign, and Filament Games, in developing and testing a digital game designed to motivate students.
The project, “Identity-Based Motivation Journey to Academic Success,” is funded by a five-year, $2.7 million Investing in Innovation (i3) grant from the U.S. Department of Education. The South Central Colorado Board of Cooperative Educational Services (SCBOCES), which serves minority and low-income students, will also participate.
In a recent post for Education Week‘s Leadership 360 blog, B.J. Worthington, director of schools for the Clarksville-Montgomery County School System (CMCSS) in Clarksville, Tenn., writes about the importance of leadership development at all levels, including, for his district, a comprehensive program for current and aspiring leaders based on McREL’s Balanced Leadership® Framework.
A consistent approach to leadership development, Dr. Worthington says, allows for “a common vocabulary and fidelity in the learning for all participants.” In addition, to ensure they consistently apply what they’ve learned now and into the future, the district has embraced the principles of high reliability organizations.
In a review of McREL’s Balanced Leadership for Powerful Learning: Tools for Achieving Success in Your School on SmartBlog on Education, Fred Ende of the Putnam Northern Westchester (New York) BOCES says what the book does, that many others don’t, is “rely more on research and meta-analyses than anecdotes and experiences” to explain how to become an effective school leader.
He also describes his three most valuable take-aways from the book, including:
- You can never ask “why” too many times.
- Just because we’re focused on the right change for our schools and buildings doesn’t mean we’re employing the right behaviors to make that change.
- When we lead, we can’t just worry about the relationships we have with others. We have to cultivate the relationship development between others too.
McREL President and CEO Bryan Goodwin is one of three education leaders discussing the importance of teacher leadership on ASCD’s latest Whole Child Podcast.
Goodwin and fellow panelists Fred Ende, assistant director of curriculum and instructional services for Putnam Northern Westchester BOCES (New York), and Maddie Fennell, an elementary school teacher in Omaha Public Schools and former teaching ambassador fellow at the U.S. Department of Education, talk about the benefits for both administrators and teachers of empowering teacher leaders, how to create a structure for teacher leadership that works, and how such a structure benefits the whole child.
In this guest post for Education Week’s Leadership 360 blog, Superintendent Jay Harnack from Sublette County School District #1 (SCSD1) shares how he, his board of education, and his principals and teachers improved student achievement through an integrated district improvement approach that included McREL’s Balanced Leadership research-based leadership framework.
“All of our administrators were trained in the leadership framework, and this created a common language and understanding of leadership practices, which we could then align to any given improvement initiative,” writes Superintendent Harnack. He adds that the greatest benefit came when teachers were also trained in Balanced Leadership, leading to “significant improvements in teacher engagement, leadership, and collaboration with principals.”
SCSD1 was recently reviewed by AdvancED and earned an Index of Educational Quality Score (IEQ) that was the highest in the state of Wyoming and among the top 10% internationally. In addition, the district’s elementary school and high school received an “exceeding standards” ranking on the Wyoming State Accountability model.