Rethinking Public Education
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Rethinking Public Education
Resources for those who see a different future for public education and the students counting on us.
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My No (Traditional) Test Classroom: Alabama Best Practices Center

My No (Traditional) Test Classroom: Alabama Best Practices Center | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

Nicholas Provenzano and Beth Sanders write about thier non-traditional stance on assesssment.  Nicholas reflects upon his "no test" marking period, which resulted in much more time for students to share what they learned.  Beth elaborates with a discussion of fomrative assessment and relevant feedback.  

 

The "no test" method puts more time into the classroom for thinking and learning in ways most hadn't thought about.  

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Moving Education Forward: It Starts With School Leaders

Moving Education Forward: It Starts With School Leaders | Rethinking Public Education | Scoop.it
It is now time to re-evaluate our education policy, starting with the voice, tools, and support that we provide for our school leaders, the principals and administrators responsible for overseeing the scholastic performance and physical operations...
Mary Perfitt-Nelson's insight:

 "Principals account for 25 percent of the total school-level impact on student achievement.If this is the case, why is it that legislative decisions for education so often rely on teachers and superintendents while simply ignoring the input of principals?"


The author highlights priorities for moving our students and system forward.  

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No Homework - 2 Years Later

No Homework - 2 Years Later | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

After two years of "no homework".........a precise look at the roadblocks.

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Real lessons from Finland: Hard choices, rigorously implemented

Real lessons from Finland: Hard choices, rigorously implemented | Rethinking Public Education | Scoop.it
To understand what is going on in Finland, its perhaps important to start not with a snapshot of their test scores and existing education structures but with a historical perspective.
Mary Perfitt-Nelson's insight:

 systems moving from poor to fair rely far more heavily on policies that “tightly control teaching and learning processes from the center because minimizing variation across classrooms and schools is the core driver of performance improvement at this level.” Systems working to go from good to great, by contrast, “provide only loose guidelines on teaching and learning processes because peer-led creativity and innovation inside schools becomes the core driver for raising performance at this level.

What does that have to do with education reform in America? A lot, actually.

 

They released themselves from a top-down approach and gave more autonomy to the teachers/schools.  They valued the group over the individual.  They committed to the plan and implemented it well.  

 

Easy!

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Thaisa Ferreira's curator insight, December 29, 2012 3:52 PM

I have been watching how the educational system works in Finland and now Mary shares this awesome article about choices and perspectives .Good reading :)

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Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us

Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us | Rethinking Public Education | Scoop.it
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.

Via Karen Rockhold
Mary Perfitt-Nelson's insight:

Wonderful article.  I will read several times.............so much to think about.  

 

"When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us?"


I sense many don't want to lose the "power" and authority. For many, the idea of being able to spontaneously respond in the classroom is quite frightening considering the past allowed them to plan lessons weeks in advance. Fluid reasoning is needed to catch the "fly balls" this kind of learning requires.  Not everyone is comfortable with that.  

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In Search of Hecuba's Torch: An Educator's Quest for Meaning: No Need for Further International Comparison: We Know What to Do (Part I)

In Search of Hecuba's Torch: An Educator's Quest for Meaning: No Need for Further International Comparison: We Know What to Do (Part I) | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

LOVE this!  We ARE the ones we've been waiting for.  

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Core Strategies for Innovation and Reform in Learning

Core Strategies for Innovation and Reform in Learning | Rethinking Public Education | Scoop.it
Core Strategies for Innovation and Reform in Learning
Mary Perfitt-Nelson's insight:

"These strategies -- and the educators who implement them -- are empowering students to think critically, access and analyze information, creatively problem solve, work collaboratively, and communicate with clarity and impact."


Nice and concise!  

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