Leading with Learning: COVID Series

C!E has always believed that learning, partnership and responsiveness were key characteristics of effective education leaders and systems.  We have learned more in the last two years about HOW leaders driven by a sharp stance on systemic inequity learn, partner and respond.  COVID has brought even more stark contrast to patterns we see among types of leaders and the core behaviors of other adults in the education systems they serve. 


Our initial response to COVID has been to open and facilitate dialogue among people in different seats: families, learners, educators, system leaders, non-profit intermediaries, and policymakers about what is happening and what they are feeling. We have been listening long enough to begin sharing insights.  But we also plan to continue to  listen and learn over the next several months.  We hope to elevate themes from these conversations to inform the regional and national processes of re-envisioning the future of schooling.  In this series we ask: which ideas, insights and perspectives should determine the core characteristics of post-COVID equity seeking school systems.

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Beyond a Summative-Only View

On Oct. 16, I participated in the release of a CIE/SCOPE publication, “Accountability for College and Career Readiness: Developing a New Paradigm.” It was an opportunity to lay out a set of principles that we, as authors of the report, feel should undergird new state systems of assessment and accountability. The release was a good opportunity to listen to critics of the new design that we are promoting. Front and center is concern about our proposal for less reliance on summative assessments, to be replaced by more balance between formative and summative. Our concern is that summative assessments were designed to insure institutional accountability, not to discern individual student status n

New Possibilities for Accountability

The paper we’ve published on rethinking school accountability — a collaboration with Linda Darling-Hammond at Stanford University — grew from a simple idea: if we were to design an accountability system for a brand new state, how would it work? This 51st state approach opened some important new frontiers that we hope the paper can help push policymakers and educators toward. The bottom line is that we need new measures that can capture the deeper learning outcomes students need, and the powerful force of accountability systems needs to be focused on meaningful learning, professional capacity, and adequate resources that are wisely used. In addition, the system for the 51st state should recog

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