The Massachusetts Board of Elementary and Secondary Education has unanimously approved new, voluntary digital literacy and computer science standards (read EDC's announcement "CS Standards Reshape Education in Mass").
The BUILD Initiative (BUILD) and The Center on Enhancing Early Learning Outcomes (CEELO) support state policymakers with the implementation of early learning and development policies, programs, and practices that improve outcomes for all young children. Together they have engaged in a project to strengthen prominent policy that promotes effective early childhood teaching and learning for each and every child, from birth through third grade. This working paper has been used throughout the project to provide a springboard for ongoing dialogue and collaboration.
This REL Northeast & Islands at EDC study examined associations between teachers’ perceptions of school professional climate and their satisfaction with the evaluation process. Given the many challenges in implementing a new evaluation system, members of the Northeast Educator Effectiveness Research Alliance wanted to explore what factors contribute to teachers’ satisfaction with new evaluation processes. A sample of key findings include:
On June 1–3, EDC convened 230 National Science Foundation (NSF) Discovery Research K–12 (DRK–12) awardees and 20 NSF program officers to share strategies, impacts, and challenges in their innovative work to improve STEM education. Held in Washington, DC, the invitational meeting had a special focus on exploring the role of digital media in fostering deep STEM and cross-disciplinary learning and also engaged participants in examining how STEM education R&D can best address the needs of practitioners.
This study, conducted by the REL Northeast & Islands in collaboration with the Northeast Educator Effectiveness Research Alliance, looked closely at one large urban district’s educator evaluation system from May 2013 to May 2014. Key findings include:
In this article, the authors discuss their development and validation of a self-report scale that measures teachers' confidence in teaching students about twenty-first century skills. Sixteen items were created to measure teaching confidence in six areas: information literacy, collaboration, communication, innovation and creativity, problem solving, and responsible citizenship. Then, the items were tested in two groups of pre-service teachers and two groups of in-service teachers respectively.
This article, published in the Journal of Mathematics Education Leadership, describes an innovative model for differentiating professional development (PD) to address teachers’ wide range of content knowledge, experiences, and interests. The model has three components: (1) core activities that all participants experience, (2) choice points that allow teachers to choose options to individualize their learning, and (3) reflection and self-assessment opportunities to help teachers reflect on their knowledge and identify areas to strengthen.
The authors of this book, published by Heinemann, share four principles for designing mathematics instruction that provide access to all students through challenging tasks, multimodal representations, development of mathematical communication, and repeated structured practice. Enhanced by an extensive online collection of companion professional development resources, this book highlights classroom-ready strategies and routines for fostering mathematics success in all students and helping them recognize their potential.