Transforming Education

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So far Transforming Education has created 18 blog entries.
Aug 9 2020

Surfacing & Addressing Barriers to Student Learning: 8 Recommendations for Exploring, Discussing, & Acting on School Climate Data

By |2020-11-09T23:25:05-05:00August 9th, 2020|

We are living through an unprecedented moment of challenge and uncertainty as we experience the serious health and economic impacts of COVID-19 and a simultaneous racial reckoning nationwide. In this same moment, we also know more than ever before about learning and human development. Convergent evidence from multiple disciplines has demonstrated that learning and development

Oct 3 2018

Kicking Off the 2018-2019 exSEL Network

By |2020-10-31T02:18:57-04:00October 3rd, 2018|

On Monday, TransformEd and the Rennie Center for Education Research & Policy (“Rennie Center”) kicked off the second year of the exSEL Network with a cohort of districts from southern Massachusetts. Hosted at Weymouth High School, educators came together for the first of several sessions on students’ social-emotional development and the power of creating safe and supportive learning environments.

Sep 5 2018

Back to School with Andover (MA) Public Schools

By |2020-10-22T03:23:24-04:00September 5th, 2018|

One of the most exciting parts of any school year is when educators come together to celebrate a shared vision of how they, as a community, can support their students. Last week, TransformEd joined faculty and staff from Andover (MA) Public Schools for a start-of-the-year kick-off gathering built around a unifying theme: students’ social-emotional learning (SEL).

Aug 24 2018

Using Data to Improve Student Learning Environments

By |2020-10-22T03:24:24-04:00August 24th, 2018|

Nowhere is a data-informed approach to social-emotional learning more pronounced than in California’s CORE Districts, which embarked on a groundbreaking effort in 2013 to capture a more holistic vision of student success and school quality. There, eight of the largest districts in the state have incorporated Social-Emotional (SE) and Culture and Climate (CC) survey data into their measurement systems. Research on these measures, led by Policy Analysis for California Education (PACE), reveals encouraging results: that student self-reporting on these measures is valid and reliable for driving continuous improvement in practice. But what does continuous improvement look like on the ground in these California schools?

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