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Leading the Future of Education Policy 3 Theories for Equity and Excellence PowerPoint Presentation
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Leading the Future of Education Policy 3 Theories for Equity and Excellence

Leading the Future of Education Policy 3 Theories for Equity and Excellence

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Leading the Future of Education Policy 3 Theories for Equity and Excellence

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  1. Leading the Future of Education Policy3 Theories for Equity and Excellence NNSTOY National Conference July 16, 2017 Scott Palmer Managing Partner Education Counsel LLC

  2. Hypothesis 1 This is a critical moment in education – of need, opportunity, transition, etc. • Consensus goal to prepare each and every student for success in college, career, and life – with an array of knowledge and skills. This is an ambitious imperative. • Longstanding inequities in education opportunity and outcomes paired with continuing demographic shifts increase the urgency for action. • Growing consensus that achieving this goal will require fundamental shifts in teaching, learning, and supports– consistent with our increased understanding of the science of learning and development; research/evidence; and what it would mean/take to best meet the needs, interests, and abilities of each child. • This calls for a new frame for education reform that is broader, deeper, more balanced, anchored in research and data, focused on equity, etc. – improving and adding to the current, dominant pillars of reform (and addressing counter-narratives). Biggest shift could be move from compliance to continuous improvement and learning systems…

  3. Hypothesis 2 Federal policy/ESSA could help advance these shifts ESSA in One Slide: • ESSA focuses on two big goals: (1) college and career readiness and (2) equity. • ESSA then devolves authority toward states and districts to design key systems (standards, assessments, accountability, data reporting, school improvement, teacher and leader quality, etc.). Creates opportunities and risks. • But ESSA requires those state and local actions to be aligned with CCR and equity goals; connected through evidence/research; deeply informed by stakeholder engagement and transparent data; and continuously reviewed and improved over time. Requires big shift in mindset from NCLB. From compliance toward learning systems

  4. Hypothesis 2 Federal policy/ESSA could help advance these shifts • ~2005 – Rise of State CCR Reforms 2011 – ESEA Waivers An incomplete history of federal education reform… 2015 –ESSA – Tight-Loose Model?

  5. Hypothesis 2 Federal policy/ESSA could help advance these shifts Our complex education ecosystem Policy Research Communications Politics Tools/Technology Practice Parents Students Community

  6. Hypothesis 3 At the center of this new frame must be great teaching and leading • Evidence and experience tell us nothing matters more. • No serious vision/model challenges this fundamental notion. • But what must shift in teaching and learning to meet this moment of need and opportunity? For example, what would it take/do to: • Design schools as engines of continuous professional learning? • Design schools to personalize learning, advance SEAL, and address the effects of adversity? • Make family engagement a force multiplier? • Create birth-to-third grade systems of early learning? • Ensure equitable access to great teaching and leading, rigorous courses, etc.? • Turnaround low-performing schools? How can our most effective teachers help define these questions and answers?

  7. scott.palmer@educationcounsel.com NNSTOY National Conference July 16, 2017 Scott Palmer Managing Partner Education Counsel LLC