A recent post in the Health Affairs Blog discusses the challenges of scaling interventions, a problem known as the “Iron Law” of evaluation. The piece outlines four reasons why the “Iron Law” occurs and how we can reduce its effect.
Angela Duckworth gave a rousing keynote at the Carnegie Foundation Summit on Improvement in Education presenting the value of grit and the ways that grit can be cultivated and developed.
During the opening keynote at Carnegie's Summit on Improvement in Education, Carnegie President Anthony S. Bryk advocated for a new way of learning to improve.
On March 3, Learning to Improve, a new book by Anthony S. Bryk, Louis M. Gomez, Alicia Grunow, and Paul G. LeMahieu, will be released. The book outlines how Networked Improvement Communities (NICs) offer a new model for improving our schools.
A growing number of districts have adopted multi-rater evaluation systems, in which multiple observers watch, assess, and respond to teachers’ practice. While multi-rater systems are more complex, every district in this study reported many benefits.
Inside the Command Center, a recent piece in the Stanford Social Innovation Review by The Billions Institute co-founders Joe McCannon and Becky Kanis Margiotta 10 behaviors of organizations that move initiatives from theory to action.
There seems to be an aversion to the idea of standardization in education. But standardization can allow teachers to have the time and freedom to meet individual needs when those needs vary from the majority.
Panelists at Carnegie’s convening, Using Evidence to Advance Teaching: The Promise of Improvement Science in Networks, discuss how to create a political environment to support and not impede the use of improvement science.
Carnegie Fellow Jim Stigler highlights how if teachers create recurring and sustained exposure to three key learning opportunities (productive struggle, explicit connections, and deliberate practice), students can become flexible experts.
The participants of Building a Teaching Effectiveness Network (BTEN) have sought to build the type of integrated system of measurement described in Practical Measurement that is so often lacking in our educational systems.
Through the initiation and development of several Networked Improvement Communities, Carnegie has gained five key insight into what it takes to spur improvement activity in networks.
Carnegie addresses the challenge of teacher retention in its latest publication, Developing an Effective Feedback System, by presenting a feedback framework to help beginning teacher feel supported and engaged.
Dan Heath, author of Switch: How to Change Things When Change is Hard, at Carnegie’s Summit on Improvement in Education, presents an approach for working towards change in education.
A 90-Day Cycle conducted at the Carnegie Foundation explored the question of if teacher evaluation and teacher development efforts can and should be combined as aspects of a single system.
At a convening of experts in continuous improvement methodology hosted by Carnegie’s Advancing Teaching-Improving Learning identified four essential organizational conditions for continuous improvement to take root and thrive.
Teacher evaluation has evolved markedly over the past four years. Unsurprisingly, consequent proliferation of evaluation systems has also yielded a great deal of variation in terms of system design, structure, and coherence.
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