Helping Students Succeed by Building Grit
Angela Duckworth gave a rousing keynote at the Carnegie Foundation Summit on Improvement in Education presenting the value of grit and the ways that grit can be cultivated and developed.
Category: Thinking about Improvement
April 2, 2015 March 25, 2015 Learning Our Way into Better Education Systems
During the opening keynote at Carnegie's Summit on Improvement in Education, Carnegie President Anthony S. Bryk advocated for a new way of learning to improve.
March 2, 2015 Introducing Learning to Improve
On March 3, Learning to Improve, a new book by Anthony S. Bryk, Louis M. Gomez, Alicia Grunow, and Paul G. LeMahieu, will be released. The book outlines how Networked Improvement Communities (NICs) offer a new model for improving our schools.
February 9, 2015 Examining Multi-Rater Teacher Observation Systems
A growing number of districts have adopted multi-rater evaluation systems, in which multiple observers watch, assess, and respond to teachers’ practice. While multi-rater systems are more complex, every district in this study reported many benefits.
January 30, 2015 Behaviors of Organizations Orchestrating Large-Scale Improvement
Inside the Command Center, a recent piece in the Stanford Social Innovation Review by The Billions Institute co-founders Joe McCannon and Becky Kanis Margiotta 10 behaviors of organizations that move initiatives from theory to action.
October 23, 2014 The Standardization Paradox
There seems to be an aversion to the idea of standardization in education. But standardization can allow teachers to have the time and freedom to meet individual needs when those needs vary from the majority.
September 26, 2014 The Role of Policy in Improvement Science
Panelists at Carnegie’s convening, Using Evidence to Advance Teaching: The Promise of Improvement Science in Networks, discuss how to create a political environment to support and not impede the use of improvement science.
September 11, 2014 Creating Opportunities for Students to Become Flexible Experts
Carnegie Fellow Jim Stigler highlights how if teachers create recurring and sustained exposure to three key learning opportunities (productive struggle, explicit connections, and deliberate practice), students can become flexible experts.
August 21, 2014 Revisiting the Purposes of Practical Measurement for Improvement: Learning from the BTEN Measurement System
The participants of Building a Teaching Effectiveness Network (BTEN) have sought to build the type of integrated system of measurement described in Practical Measurement that is so often lacking in our educational systems.
July 27, 2014 How to Spur Improvement Activity in Networks
Through the initiation and development of several Networked Improvement Communities, Carnegie has gained five key insight into what it takes to spur improvement activity in networks.
April 14, 2014 Building a High-Quality Feedback System that Supports Beginning Teachers
Carnegie addresses the challenge of teacher retention in its latest publication, Developing an Effective Feedback System, by presenting a feedback framework to help beginning teacher feel supported and engaged.
March 25, 2014 How to Change Things When Change is Hard
Dan Heath, author of Switch: How to Change Things When Change is Hard, at Carnegie’s Summit on Improvement in Education, presents an approach for working towards change in education.
March 17, 2014 Performance Assessment for Teachers and of Teachers: Combining the Development of Teaching with Teacher Evaluation
A 90-Day Cycle conducted at the Carnegie Foundation explored the question of if teacher evaluation and teacher development efforts can and should be combined as aspects of a single system.
January 30, 2014 Building the Capacity for Districts to Continuously Improve
At a convening of experts in continuous improvement methodology hosted by Carnegie’s Advancing Teaching-Improving Learning identified four essential organizational conditions for continuous improvement to take root and thrive.
December 3, 2013 Evaluation and Improvement: Let’s Agree to Not Conflate
Teacher evaluation has evolved markedly over the past four years. Unsurprisingly, consequent proliferation of evaluation systems has also yielded a great deal of variation in terms of system design, structure, and coherence.
September 27, 2013 Rapid, Responsive Research—The 90-Day Cycle Handbook
The 90-Day Cycle has emerged as an invaluable method for supporting improvement. The Handbook serves as a guide to the purpose and methods of this disciplined and structured form of inquiry.
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