Chippewa Valley Schools in Clinton Township, Michigan, has been working to improve its curriculum and instruction practices with the goal of better preparing its students for post-secondary success. Part of its strategy has been to train every teacher in the district in Classroom Instruction That Works. In this article in a local newspaper, Director of Curriculum Pam Jones said, “Every teacher . . . has been trained in highly effective classroom instruction practices. It’s really about developing collaborative skills in student, and those 21st century skills of creativity, working together, and working cooperatively.”
In the May 2016 newsletter of the Alabama state chapter of ASCD, Executive Director Jane Cobia reflects on the balancing act required of educators, highlighting the insights she’s gained from McREL’s Balanced Leadership for Powerful Learning: Tools for Achieving Success in Your School. The book, Dr. Cobia says, provides “clear research-based data to help us navigate and hopefully increase teacher and student learning” by reminding us that “balance is the key to everything.”
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.
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.