Assessing interim assessments

The Center for Policy Research in Education released this revealing study suggesting that use does not follow the rhetoric when it comes to interim assessments as a tool for informing instructional change. What do you readers who are assessment experts think about this? Tell the Knowledge-able Sourcerer.

R&D for 3-D Learning

R&D for 3-D Learning --- The other day when we read this clever Maureen Dowd piece about the rise of 3-D movies we instantly thought about two things: is there some kind of equivalent innovation in education to immerse students in learning?; and are there any education innovators out there who are probing far-out and far-beyond ideas to really transform instruction? hey, how about developing an R&D pipeline to develop 3-D learning? Chat about it with the Knowledge-able Sourcerer.

Tiger and Toyota

We had a fascinating chat with Tim Waters the visionary leader of McREL the other day about sudden fall of Toyota this past week. It reminded Tim of the similarly stunning decline of Tiger Woods. It also conjured other collapses of leaders and innovators like Enron, Lehman Bros, Bernie Maldof, Gilbert Arenas, and, yes, the Roman Empire. In this era of innovation in education and the emergence of new kinds of leaders/entrepreneurs, are there lessons to be learned from the erstwhile stalwarts in other industries? hmmmm. Seems like there is ample for fodder here for a good discussion here.

Yes sir!! The Prez's FY 2011 Budget Request

Knowledge Alliance Applauds the President’s FY 11 Budget Proposal
Supports Vital Education Programs for Innovation, R&D, and School Improvement

Knowledge Alliance supports the general direction of the research-based education reform strategies contained in the President’s FY 2011 budget request to Congress today. We believe that the request effectively builds upon the innovation and improvement initiatives in the American Reinvestment and Recovery Act and paves the way for sustaining and scaling research-based innovations for school improvement in the years ahead.
We encourage Congress to support the President’s request for increased investments in such key initiatives as: the Race to the Top fund, the School Turnaround fund; Investing in Innovation program; the comprehensive literacy program and other research-based programs that help states and districts respond to the rapidly increasing needs of low performing schools. Indeed the need has never been greater or more urgent to deliver researched-based innovations to schools with the greatest needs to improve.

To support and supplement these innovative efforts, we also urge Congress to expand the scope of the federally supported knowledge infrastructure which includes such critical programs as the Regional Education Labs, Comprehensive Assistance Centers and the National Research and Development Centers, and the Research, Development and Dissemination fund. These programs provide the basic framework for generating new knowledge about what works, translating research to innovation and building the long term capacity of states and districts for significant change.

We are optimistic that the combined federal investments in innovation, school improvement, and research and development programs can make a major and lasting difference in improving our school systems.

Now is the time to unleash America’s ingenuity to solve our most pressing education problems, deliver break-the-mold, research-based solutions to our schools, and guide a new knowledge and innovation revolution in teaching and learning.

Knowledge Alliance looks forward to working with the Administration and the Congress to move this important agenda forward in efficient and effective ways in the months ahead.

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RIP Bill Demmert

Knowledge Alliance celebrates the extraordinary life of Bill Demmert , the father of American Indian education, who was a role model, mentor, hero, friend for so many. We will miss him dearly

50% under 18

As we move into a week of commemorations for MLK and BHO, our thoughts and prayers are aimed southward on Haiti and the search, rescue and recovery efforts that have been so courageously undertaken by so many. Our emotions play tricks on us as we search for ways to explain why and how: from deep sadness to utter helplessness to undirected anger and back. While the immediate recovery efforts are for the trained professionals in that domain, the long-term transformation of a whole society will be dependent on the skill and knowledge of many organizations. Education becomes all the more critical in response to this unimaginable catastrophe since a stunning 50% of the Haitian population is under 18 years old. Our collective cause has taken on new meaning and sense of urgency over the past week.

Evidence as Central, not Peripheral to Excellent Policy

by Guest Blogger, Candice DePrang

An NCATE Blue Ribbon Panel met last week to hear from different stakeholders regarding the restructuring of the preparation of teachers. The Council is looking for a clinical component – field experience like other practice-based professions such as nursing – in order to equip aspiring teachers with, not only experience, but an understanding of their work that reaches beyond text books and theory.

Clinicals, NCATE suggests, will mean “more extensive use of simulations, case studies, analyses of teaching…as well as sustained, intense, mentored school-embedded experiences.” Additionally, student teachers will be evaluated on performance, not simply test scores and grades.

New vision is important, and raising standards for teachers is a significant piece to ensuring that every child learns because s/he has an excellent teacher. However, the partners in this initiative must not weigh the research of clinicals on the periphery, but gather more data where current studies cannot determine which practices in teacher preparation are actually successful.

Research is one piece of NCATE’s look into clinicals, and must be central in moving forward so that excellent, sustainable policies emerge from these forums. Evidence-based policy ensures that groups don’t have to use rhetoric like “clinicals could help with X problem” or “experience in the field may mean…” Rather, the education community can walk forward confident that new standards for teacher preparation are an effort that will be long lasting because it’s proven to work, and that as higher education folds in field-training, that teachers will be better prepared, and students will be better served.