The word may be so common now as to feel overused but it’s true: this has been an unprecedented year, especially in education! At TransformEd, we have worked to adapt along with educators in the field, updating how we function and shifting how we support schools, districts, and educators in this new, more heavily virtual world.
In our continued efforts to adapt and mold our work to best meet educators’ needs, we have renovated our website. With a modern and fresh look, our new layout provides more streamlined access to information and resources for all users:
- What We Do: Learn about TransformEd’s history; how we partner with schools, districts, and organizations; and our values & why
- Who We Are: Meet TransformEd’s team members, Board of Directors, and members of our National Advisory Board
- Our Resources: Explore and access our wide range of open educational resources with simple filters and search tools
- Our Stories: Read educators’ perspectives about whole child approaches in schools and classrooms in our blog & access the full archive of our informative newsletters
Checking In On Climate
(The Aspen Institute Education & Society Program, 10/21/20)
Aspen Education recently released resources and strategies in Coming Back to Climate. In this webinar, representatives from Cleveland Metropolitan School, DC Public Schools, and Transforming Education will share how they’re putting climate data to use this fall.
Teaching Tolerance Magazine: Fall 2020
(Teaching Tolerance, Fall 2020)
Read this issue for stories about fighting youth voter suppression, protecting students from immigrant families through sanctuary schools and districts, countering weaponized whiteness in schools—and an illuminating interview with Tiffany Jewell, author of This Book Is Anti-Racist. The issue also contains a One World Poster that you can download and print to clearly affirm: Black Lives Matter.
Case Study on Social Emotional Learning: From Data Dump to Meaningful Insights
(Schenke, K., 12/4/20)
Katerina Schenke worked with TransformEd to analyze reams of data about school culture/climate, social, emotional, and motivational skills, and academic outcomes. Her findings show that schools should prioritize: students’ feelings of safety, sense of belonging, rigorous expectations, engagement, growth mindset, self-efficacy, and self-management.
The Teacher Collaborative | Stacey DeCotis
Click on the image above to view the hyperlinked version. The links within this virtual classroom help you ensure that you have an inclusive classroom library.
IN CASE YOU MISSED IT
The Center is Getting Emotional about Assessment
Part 2: What States Can Do To Support Balanced SEL Assessment Systems
Chris Brandt & Katie Buckley | November 30, 2020
This is the second in a four-part series that make the argument that balanced systems of assessment must effectively support SEL and offer recommendations for how states, districts, and schools can and should support SEL in responsible and useful ways through assessment.
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