After two years of teaching pre-kindergarten, Cristina Guadalupe was ready to transition to the elementary level. Dedicated to working with low-income students, she began applying to schools in underserved communities across Camden, New Jersey. She sent out application after application but heard nothing back.

“Each application took me hours to complete, and I couldn’t even be sure someone read it. It was getting hard to stay hopeful,” she says.

Then, she found Selected.

Launched in 2016, Selected is a hiring tool for schools, but Waine Tam, the app’s developer and company’s CEO, describes it as a “dating app for teachers and schools.”

Teachers fill out a profile where they relay their qualifications and experience. Then, they answer questions about desired school culture and pedagogical preferences.

 

Continue reading at Forbes.

“Good morning, scholars!” principal-in-training Jackie Navar yells, kicking off the community meeting at Ogden Elementary School, part of the 78207 zip code on San Antonio’s struggling West Side.

Hundreds of children echo Navar’s salutations.

“What’s a college-ready word for ‘good’?” Navar asks the room. Hands shoot up into the air: “Amazing.” “Fantastic.” “Great.”

“Excellent. Here’s a new one for you — ‘phenomenal.’ Can we all say that together?”

At Ogden, each school day begins with breakfast followed by community meetings like this one. Preschoolers eat in their classrooms, kindergartners through third-graders in the cafeteria, fourth- and fifth-graders in the gym, and sixth-graders upstairs. Ninety-eight percent of Ogden’s 650 students qualify as economically disadvantaged, and every one receives a free school breakfast.

“The community meeting helps our scholars start the day with a positive mindset,” says Tim Saintsing, executive director of teaching and learning labs at Relay Graduate School of Education, which was brought in to run the school after years of poor performance. “It lets students and staff reflect on our core values and our sense of self as a school. It gives us a chance to celebrate our successes and discuss our challenges.”

Today, a first- and second-grade class are being honored with attendance awards. As a prize, the students get to sing their homeroom chants, and then, in what’s known as a “thunder clap,” the room simultaneously brings their hands together once — loudly — in their honor.

“Remember,” Navar yells across the cafeteria, “If you miss school, you…”

“Miss out!” the kids shout back in unison.

It’s a vastly different atmosphere from the Ogden Elementary of 2016.

Continue reading at The 74.

Over the past 15 years, the fastest improvement in urban public education has come from cities that have embraced charter schools’ formula for success — autonomy, choice, diversity of school designs, and real accountability for performance. To compete, many districts have recently tried to spur charterlike innovation and increase student achievement by granting their school leaders more autonomy.

District-run autonomous schools are a hybrid model, a halfway point between charters and traditional public schools. They’re operated by district employees, but they can opt out of many district policies and — in some cities — union contracts.

Our recent analysis of state exam scores from 2015 and 2016 in Boston, Memphis, Denver, and Los Angeles showed that public charter schools outperformed both traditional public and in-district autonomous schools on standardized tests in three of the four cities studied. In the one exception, Memphis, the district concentrated its best principals and teachers in, and provided extra funding and support to, its autonomous iZone schools.

However, when the political landscape makes chartering difficult, in-district autonomous models may be the second-best option. Districts can increase the success of these schools if they heed these nine lessons learned by the four cities in our study.

 

Continue reading at The 74.

For the past six months, education experts have speculated at length about the role of teachers unions after the Supreme Court decision in Janus v. American Federation of State, County, and Municipal Employees (AFSCME).

Some argue that the inability to charge all teachers agency fees, even if they don’t join the union, will force the unions to focus more on the needs of teachers and less on influencing election results. Others suggest that to attract new members the unions will need to highlight and increase the professional development opportunities– continuing education, technology training, leadership conferences, etc.– that they offer.

While the loss of agency fees may hurt teachers unions in the short term, it clearly presents an opportunity for them to reinvent themselves, to evolve and find their place in 21^st century education systems.

In Minnesota, two local union leaders have spent the better part of the last decade doing just that. In 2011, Louise Sundin and Lynn Nordgren helped form The Minnesota Guild of Public Charter Schools, a union-backed charter school authorizer created to oversee schools that promote teacher leadership and professionalism.

Continue reading at Forbes.

More states should consider creating rural higher education centers, writes Anne Kim, and colleges should embrace such centers as a way to help more students succeed.

After graduating from her rural Pennsylvania high school in 2005, Tesla Rae Moore did what most American high school seniors today expect to do: she left home for college with her sights on a four-year degree. But when she was a sophomore in nursing school at the University of Pittsburgh at Bradford, the unexpected intervened: she became pregnant with her son.

“It was a high-risk pregnancy, and I decided to stop the program,” she said. Moore returned to her hometown of Kane, a community of about 3,500 in northwestern Pennsylvania. At first intending just to take a break, she ended up dropping out. “I was going to go back, and then it was just one of those things,” she said. “Life happened.”

Moore didn’t lose her desire to return to college; she just couldn’t figure out how to make it work. As a single mom, she couldn’t quit her job. Moreover, getting to Pitt-Bradford, the nearest four-year institution, required a ninety-minute round-trip commute. The closest two-year college, in Butler County, was a two-hour drive each way. Online-only classes might have been a solution, but Moore felt she needed more structure to succeed. “Especially for somebody that’s been out of school, it takes a lot of discipline,” she said.

Continue reading at Inside Higher Ed.

Over the past 15 years, cities across the country have experienced rapid growth in the number of public charter schools serving their students. Charter schools are public schools operated by independent organizations, usually nonprofits. They are freed from many of the rules that constrain district-operated schools. In exchange for increased autonomy, they are normally held accountable for their performance by their authorizers, who close or replace them if they fail to educate children. Most are schools of choice, and unlike magnet schools in traditional districts, they are not allowed to select their students. If too many students apply, they hold lotteries to see who gets in.

The charter formula – autonomy, accountability, diversity of learning models, choice and operation by nonprofits – is transforming urban education. In states with strong charter laws and equally strong authorizers, charter schools have produced impressive students gains, especially in schools with high-minority, high-poverty populations.

Recently, districts from Boston to Los Angeles have tried to increase student achievement by replicating parts of this formula, in particular giving their school leaders more autonomy.

Continue reading at Forbes.

Over the past 15 years, cities across the country have experienced rapid growth in the number of public charter schools serving their students. In states with strong charter laws and equally strong authorizers, charter schools have produced impressive students gains, especially in schools with high-minority, high-poverty populations.

According to the Center for Research on Education Outcomes (CREDO) 2015 study on 41 urban regions, the academic gains made by students in charter schools increase with each year students spend at the school. Those who have spent four or more years at a charter gain the equivalent of 108 more days of learning in math and 72 more days in reading each year than their traditional public school peers. In other words, they learn about 50 percent more every year than those with similar demographics and past test scores who stayed in a district school.

Urban districts have spent a lot of time and money trying to compete with the charter sector’s formula for success — autonomy, choice, diversity of school designs, and real accountability. Recently, however, many districts have attempted to replicate parts of it instead. Districts from Boston to Denver to Los Angeles have tried to spur charter-like innovation and increase student achievement by granting school leaders more autonomy.

Continue reading at The 74.

Julie Cook was ready to leave teaching. She’d worked in both urban and suburban districts and in three different states. No matter where she taught, she ended up frustrated with the lack of autonomy given to, and professionalism expected from, teachers.

Top-down policies dictated what she taught, on what timeline, and how her students were assessed. Supervisors didn’t understand why she wanted to create curriculum. And her colleagues treated teaching like a by-the-hour job, rather than a profession.

“They clocked in and out, presented information, and left the rest up to the powers that be,” she says.

In 2002, just as she’d finally decided to leave the field, Cook was offered a position at Souderton Charter School Collaborative, a teacher-powered school in Souderton, Pennsylvania.

“Teachers at our school have full or partial autonomy over our professional development, budget, curriculum, assessments, teacher evaluations, school policies, scheduling, and hiring,” she explains. “I was invited to create, decide, collaborate, and lead. I no longer felt crushed.”

She’s been teaching there ever since.

 

Continue reading at Forbes.

The big moments of historical importance don’t go unremarked, but quieter milestones often pass with little notice unless we stop to commemorate them and note their significance. On July 1, one of those modest but meaningful events will occur when New Orleans marks a change that might sound like a dry bureaucratic reshuffling, but is in fact a remarkable event in the history of American education.

Recall that nearly 13 years ago, one of the effects of the Hurricane Katrinacataclysm was to largely wipe out the city’s abysmal public schools. New Orleans’s educational system was essentially rebuilt from the ground up as a laboratory for charter schools — not a school district with a few charters sprinkled among traditional institutions, but an almost wholly charter-filled system largely run by the state of Louisiana.

The Recovery School District experiment proved successful; New Orleans public schools have improved faster than those of any other city in the nation over the past decade. But 80 percent of the schools were run by the state’s Recovery School District. An indication of the RSD’s success — and of New Orleans’s resurgence as a thriving metropolitan center — is the state’s decision to hand over responsibility for the school district to a locally elected school board on July 1.

Continue reading at The Washington Post.

Big things are quietly happening in San Antonio Independent School District (SAISD).

Ever since Pedro Martinez became superintendent in 2015, creating innovative schools and putting kids first have been at the heart of the district’s values.

Under Martinez’s leadership, the district has begun to create real change and build a system of great schools that provides educational opportunities for all families.

One of the district’s crucial steps in this educational journey was hiring Mohammed Choudhury as Chief Innovation Officer. Before coming to San Antonio, Choudhury served as the founding director of Dallas Independent School District’s Office of Transformation and Innovation.

In the year and a half since he’s been in San Antonio, Choudhury has been overseeing a new innovation zone through which the district is using a growing network of in-district charters as a vehicle to build socioeconomically diverse learning environments and to ensure that all students have access to best-fit schools. In order to prevent the creation of “islands of affluence” and ensure that high-needs families have equitable access, the district has implemented controlled choice for its open enrollment choice schools and programs.

Continue reading at Forbes.