Our Newsletters

Transforming Education is committed to enabling rich and engaging discussions that can inform the field.

Our Newsletters2021-06-30T17:55:30-04:00
Apr 272022

Honoring Our History, Looking Towards the Future

By |April 27th, 2022|

A MESSAGE FROM OUR FOUNDER Dear friends of TransformEd, I’m writing to share that this is my 10th and final year at TransformEd. When I began this journey, our work was just an idea, a side project incubated by another organization. Over the last decade, TransformEd has grown and evolved into an organization that has partnered with schools and systems serving over 1,000,000 students across more than 26 states. I’m proud of the work we have done in partnership with school and system leaders to make systems-level changes that foster the development of the whole child. We do this work because we believe it is crucial to take action in dismantling systemic barriers to realize a future in which all young people become thriving adults.

Mar 162022

Partnership Spotlight: New Mexico Public Education Department

By |March 16th, 2022|

Are you considering partnering with us for the upcoming school year? Are you wondering what a partnership with us could look like? TransformEd tailors each of our partnerships to meet the particular needs of our partners. The following inside scoop on our partnership with the New Mexico Public Education Department should paint a picture of what partnering with TransformEd can entail.

Feb 162022

Kicking Off A New Partnership: New Mexico Public Education Department SEL Webinar Series

By |February 16th, 2022|

During the 2021-2022 school year, Transforming Education is partnering with New Mexico Public Education Department (NM PED) to provide a series of three 90-minute webinars to Local Education Agencies (LEAs) across New Mexico. These webinars provide an opportunity to offer further context and guidance related to the New Mexico Social Emotional Learning (SEL) Framework, the COVID Response Toolkit for New Mexico’s Public Schools, and the recommendations that emerged from the SEL mini-grant data.

Jan 192022

Updated Brief: Instructional Practices That Integrate Equity-Centered Social, Emotional, and Academic Learning

By |January 19th, 2022|

At the tail end of 2021, the American Institutes for Research released an updated brief on the Instructional Practices That Integrate Equity-Centered Social, Emotional, and Academic Learning. This brief, developed in collaboration with Harmony SEL at National University and the Center to Improve Social Emotional Learning and School Safety at WestEd, refines a 2014 brief on the integration of SEL with academics and specifically addresses 10 educator practices that promote social, emotional, and academic development.

Dec 222021

Year in Review: Best of 2021

By |December 22nd, 2021|

As we approach winter break, we reflect on another challenging year for school communities. We also reflect on the work we have done to support those same communities. The following is a compilation of notable pieces of work authored or co-authored by members of the TransformEd team in 2021 - including a brand new release!

Nov 172021

Teacher Well-Being & Teaching Well

By |November 17th, 2021|

"Teaching is more stressful and challenging than ever. It is arguably one of the most stressful jobs in the country. With the ever-increasing workload, accountability policies, restrictions on how teachers are allowed to educate students, not to mention the overwhelm of navigating school during a pandemic, it's no wonder that currently, teacher stress is reported to be just as high as doctors and nurses. High-stress levels can lead to many negative consequences for health and well-being. Quality of life and teaching performance suffer as chronic stress leads to teacher burnout, job dissatisfaction, poor performance, and high turnover rates. At the end of the 2020–2021 school year, nearly 25% of teachers reported that they were likely to quit their jobs, increasing by almost 10% of teachers who said they were likely to leave before the pandemic. African American teachers were especially likely to quit teaching."

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