When Principal Misty Mbadugha joined Honey Dew Elementary School, she arrived at a school with a seemingly strong culture; the community was tight-knit, teachers believed in their students, and students, families, teachers and leaders were generally happy at Honey Dew. But something was missing—students were happy, but were they truly learning? Find out how Mbadugha and her instructional leadership team changed the answer to that question!
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Chinook’s ELA team not only saw gains in one grade level over time: they saw a cohort of kids who hadn’t achieved sixth-grade proficiency reach seventh-grade proficiency alongside their peers.
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Renaissance School of the Arts has a simple but ambitious goal: By June 2019, proficiency rates in both ELA and Mathematics will increase by 20%. They homed in on two obstacles: teachers faced too many competing priorities, and classroom instruction was not always standards-aligned.
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As a school leader, you can get so focused on student learning that you overlook your own learning. But the instructional leadership team at MAS Charter School see a direct connection between leader learning and teachers’ and students’ achievement.
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If you ask Mission Achievement and Success Charter School for the secret to success, you’ll likely hear “data.” But it’s not just about collecting data. It’s about using data to enhance teaching.
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After building strong structures around a teaching and learning cycle, White Street School jumped from “underperforming” at Level 4 to Level 1, the top category in Massachusetts state accountability system.
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We’re proud of the good work going on in our partner schools, and our contributions to it. With an eye to building teacher capacity, the administrative team at DCIS at Ford is focusing teacher learning for 2015–16 year on deepening educators’ understanding of the Common Core standards and what it will take for every student to master grade level content.
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Just as we teach students to cite evidence in their writing, educators need to use evidence to guide instruction.
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