What’s New on Edivation

Professional Development Videos

October 1, 2014

Classroom Management

Summary

The Classroom Management series provides examples of teachers working with students to create a positive classroom culture. The segments in this series complement each other within a framework of five evidence-based components: Vision and High Expectations, Clear Procedures, Relationships and Support, Engaging Instruction, and Intervention and Redirection.

Description

This new release features four segments, two elementary and two secondary.

Each video is accompanied by a guidebook that can be downloaded from the Edivation platform. These guidebooks contain the featured teacher’s lesson plan as well as a viewer response form and discussion prompts that guide viewers to reflect on the lesson and consider what they might apply to their own practice.

Segment Information

Hands-On Science Activities – Elementary

Hands-on activities in science lessons promote engagement by allowing students to connect previously learned concepts with real-world experience.

Establishing Expectations from the First Day of School – Elementary

An effective classroom management plan includes high expectations for students. When students learn clear and simple expectations at the beginning of the school year, they can feel confident that their actions are setting them on the path for success.

Proximity, Gestures, and Verbal Reminders – Secondary

This segment outlines a progression of three intervention and redirection strategies, beginning with the least intrusive, proximity, and increasing in obviousness with gestures and verbal cues.

Student-Driven Expectations – Secondary

In designing an effective classroom management plan, Rebecca Labov includes student participation and feedback in establishing and maintaining a vision and high expectations for student achievement and behavior. Students who participate in the process of designing those expectations are more invested in realizing them.

 Segment Length

Hands-On Science Activities – 3:35

Establishing Expectations from the First Day of School – 2:54

Proximity, Gestures, and Verbal Reminders – 1:45

Student-Driven Expectations – 2:06

Featured Locations

Agua Caliente Elementary School, Cathedral City, CA., Palm Elementary School and San Gorgonio Middle School, Beaumont, CA., Riverside Elementary School, Suwanee, GA., Southeastern High School and Phoenix Multicultural Academy, Detroit, MI., and Sci Academy, New Orleans, LA.

September 5, 2014

English Language Development (ELD)

Summary

English Language Development (ELD) instruction is designed to provide additional literacy and fluency support to English Language Learners (ELL) as they master core content in school. This series presents actual examples of students engaging in ELD instruction in schools with significant ELL populations.

Description

This newly released series features 12 segments. The first is an overview segment highlighting the ELD instructional approach being implemented at Agua Caliente Elementary School. Two segments showcase the peer-coaching model that teachers participate in to reflect on and improve their instructional craft. The remaining nine segments serve as classroom examples of the ELD instructional process at work in various classrooms across the school. All segments were filmed in at Agua Caliente Elementary School in Cathedral City, California.

Each video is accompanied by a guidebook that can be downloaded from the Edivation platform. These guidebooks contain discussion prompts and online resources to facilitate viewer implementation of the concepts presented in the videos.

Segment Information

English Language Development at Agua Caliente Elementary

At Agua Caliente Elementary School, in Cathedral City, California, Principal

Dr. Lucy Hansen has spent many years working to meet the unique needs of the community and her students both in and out of school. As most of the students are English Language Learners, great effort has gone into developing a comprehensive approach to English language instruction. This segment introduces the ELD instructional sequence, the peer-coaching model, and other key components of the instructional framework that Dr. Hansen has helped to develop.

 Coaching English Language Instruction: Vocabulary for a Soil Unit

Mr. Miguel Gomez, a 2nd grade teacher, participates in peer coaching with Mr. Chuck Murfitt, another 2nd grade teacher. Mr. Gomez teaches students an earth science lesson while Mr. Murfitt collects observation data and shares feedback afterwards with Mr. Gomez.

Coaching English Language Instruction: Vocabulary for a Weathering Unit

Ms. Patty Robles, a 4th grade teacher, participates in peer coaching with Ms. Betsy Gomez, another 4th grade teacher. Ms. Robles teaches her students a lesson about weathering while Ms. Gomez collects observation data and shares feedback afterwards with Ms. Robles.

 English Language Instruction: Weathering Lab

After learning about weathering in lessons that cover the first five stages in the Agua Caliente lesson sequence, Ms. Patty Robles’ 4th grade students transition to Ms. Jackie Avon’s science lab where they extend their learning by simulating chemical and mechanical weathering through a hands-on learning activity.

English Language Instruction: Changes in the Weather

In Ms. Betsy Gomez’s 1st grade class, students learn to identify and describe weather conditions, increasing their content vocabulary through the “word link” strategy and visual reading guides. Learning is differentiated as students engage in the classroom’s Equity Access Centers.

English Language Instruction: Spatial Relationships – Segments 1 and 2

In Ms. Sue Palmquist’s 2nd grade class, students learn the concept of position by locating objects in relation to other objects. Ms. Palmquist uses the “word link” strategy and visual reading guides to help her students increase their content vocabulary. Students write definitions and create “quick draw” representations of vocabulary words. Students then rotate through the classroom’s Equity Access Centers.

English Language Instruction: Process of Erosion – Segments 1 and 2

In Dr. Douglas Sexton’s 4th grade class, students review concepts and vocabulary related to erosion in preparation to write group summaries of science articles. They also work on extension activities designed to increase vocabulary and reading comprehension.

English Language Instruction: Volcano and Earthquake Vocabulary

Mr. Adrian Alvarado’s 4th grade class is in the Focus stage of an Earth science lesson. His students reinforce content vocabulary through the use of thinking maps.

English Language Instruction: Summarizing Passages About the Moon

In Mr. Chuck Murfitt’s 3rd grade class, students take notes as they read passages about the moon’s phases in their science textbook, then write a summary about what they have read. Afterwards they engage in guided reading and differentiated center activities to reinforce the content knowledge and vocabulary they have learned.

English Language Instruction: Weather Conditions

In Ms. Spring Braaten’s 1st grade class, students use visual reading guides to support their fluency and comprehension of a science passage about different types of weather. They also extend their learning in center activities that reinforce English language development.

Segment Length

English Language Development at Agua Caliente Elementary – 7:45

Coaching English Language Instruction: Vocabulary for a Soil Unit – 8:23

Coaching English Language Instruction: Vocabulary for a Weathering Unit – 8:11

English Language Instruction: Weathering Lab – 9:16

English Language Instruction: Changes in the Weather – 16:02

English Language Instruction: Spatial Relationships – Segments 1 and 2 – 8:21 and 8:50

English Language Instruction: Process of Erosion – Segments 1 and 2 – 6:40 and 12:37

English Language Instruction: Volcano and Earthquake Vocabulary – 7:12

English Language Instruction: Summarizing Passages About the Moon – 12:15

English Language Instruction: Weather Conditions – 9:04

Featured Locations

Agua Caliente Elementary School, Cathedral City, California

August 1, 2014

Project-Based Learning

Summary
Through project-based learning (PBL), students gain content knowledge and 21st century skills by addressing authentic, challenging questions and real-world problems. This series presents actual examples of students creating projects in schools that have successfully implemented project-based learning.

Description
These newly released series features five segments: one PBL overview segment, three segments on the implementation and success of PBL at White Oak Elementary, and one segment focused on the content delivery method of mini-lessons within the project-based learning model. All segments were filmed in Gwinnett County, Georgia.

Each video is accompanied by a guidebook that can be downloaded from the Edivation platform. These guidebooks contain discussion prompts and online resources to facilitate viewer implementation of the concepts presented in the videos.

Segment Information

Project-Based Learning Overview
The overview segment presents the concept and implementation of project-based learning, the seven essentials of PBL, and the student work.

Implementing Project-Based Learning at White Oak Elementary
At White Oak Elementary in Sugar Hill, Georgia, 4th and 5th grade students engage in a project-based learning program they call InTECC: Integrating Technology, Exploring Creativity, and Collaboration. In this segment, White Oak’s principal, teachers, and students involved in the InTECC program discuss the origin, implementation efforts, and rewards of their PBL experience.

A Day of Project-Based Learning at White Oak Elementary
This segment follows White Oak Elementary students during the InTECC portion of their school day as they review and adjust their group project plans, attend training sessions, and work on their assigned tasks.

Building a Project-Based Learning Culture at White Oak Elementary
The PBL initiative at White Oak Elementary, known as InTECC (Integrating Technology, Exploring Creativity, and Collaboration), is founded on student engagement with significant content. This segment explores how the teachers and students built their culture.

Presenting Content with Project-Based Learning Mini-Lessons
Ensuring students meet standards and key curricular goals can be difficult. Through collaboration, teachers can allot time throughout the span of a PBL unit for mini-lessons to cover content. If students have met content standards, mini-lessons may serve to meet a student’s need to know the technology-related skills required to complete their projects.

Segment Length
Project-Based Learning Overview – 8:38
Implementing Project-Based Learning at White Oak Elementary– 6:03
A Day of Project-Based Learning at White Oak Elementary – 10:37
Building a Project-Based Learning Culture at White Oak Elementary – 8:18
Presenting Content with Project-Based Learning Mini-Lessons – 8:39

Featured Locations
White Oak Elementary, Lanier High School, North Gwinnett High School
Gwinnett County, Georgia

July 16, 2014

Introducing Edivation!

Exciting news! PD 360, the world’s leading professional development platform for teachers and administrators, has just undergone a dramatic transformation and is now Edivation—an even more powerful and personalized professional learning solution.

What’s new in Edivation?

Redesigned with the daily needs of educators in mind, Edivation comes with all the same award-winning resources that made PD 360 so effective, but offers even more, including:

  • A completely new operating platform
  • An intuitive, easy-to-use interface
  • Personalized content tools and recommendations
  • Unparalleled implementation support
  • Mobile ready—anytime, anywhere, multi-platform access

March 21, 2014

Compliance Series: Child Abuse and Neglect

Program Description
The Compliance series of video segments on PD 360 informs educators about policies and best practices regarding the safety and legal protection of school staff and students. Topics in this series include blood-borne pathogens, child abuse, bullying, copyright issues, Internet safety, sexual harassment, and physical hazards on the school grounds.

Segment Information
Child Maltreatment Overview – This segment introduces the program by summarizing the content of the other segments. It provides statistical data outlining the problem of child abuse and neglect and identifies the role of educators in identifying, reporting, and preventing child maltreatment.

Defining Child Maltreatment – This segment defines the four types of child maltreatment identified by the US Department of Health and Human Services. It provides detailed descriptions of each type and their impact on a child’s well-being.

The Educator’s Role in Identifying Signs of Maltreatment – This segment highlights the educator’s vital role in identifying suspected child maltreatment and provides detailed descriptions of the common signs of child maltreatment to help educators identify it. The segment also encourages educators to work together to identify possible cases of child maltreatment.

Gathering Information for Reporting – This segment details the procedures that educators should follow when gathering information to file a report when they suspect child abuse or neglect. It clearly defines the roles of educators as reporters of suspected child maltreatment and differentiates them from the responsibilities of child welfare professionals and law enforcement.

Laws and Policies for Reporting Child Maltreatment – This segment provides information about laws, policies, and procedures for reporting suspected cases of child maltreatment. It identifies educators as mandated reporters and instructs them to become familiar with their school district’s policies and procedures for reporting suspected child maltreatment. It also reviews the most important types of information typically included in reports.

Potential Obstacles to Reporting – This segment presents and discusses various obstacles that educators may face when attempting to report suspected child maltreatment. It details actions that educators should take when faced with obstacles and exhorts teachers to persevere in their efforts to report child abuse or neglect.

Action and Support After Reporting – This segment details potential actions taken by Child Protective Services after educators report suspected child maltreatment. It focuses on steps that educators and schools can take to help support abused or neglected children and their families.

Preventing Child Maltreatment – This segment lays out steps that schools and individual educators can take to prevent child maltreatment. It discusses the roles that curriculum, school-community partnerships, and initiatives of individual educators can play in preventing child abuse and neglect.

Educators Make a Difference – This segment emphasizes the importance of educators preparing themselves to identify and report child maltreatment. It reviews the actions that educators can take to prevent child abuse and neglect and concludes by stressing how valuable educators’ efforts to combat child maltreatment are to their students.

Segment Length

Child Maltreatment Overview – 2:29
Defining Child Maltreatment – 1:59
The Educator’s Role in Identifying Signs of Maltreatment – 3:07
Gathering Information for Reporting – 1:41
Laws and Policies for Reporting Child Maltreatment – 1:59
Potential Obstacles to Reporting – 2:03
Action and Support After Reporting – 2:04
Preventing Child Maltreatment – 2:33
Educators Make a Difference – 1:09

Common Core Videos

The Common Core in the Classroom series from School Improvement Network spotlights real-life classrooms across the country in which effective lessons aligned with Common Core standards are being taught. In addition to offering authentic examples of teacher and student engagement, these segments include excerpts from teacher interviews that highlight the lesson’s successes and describe the impact that the Common Core is having on student learning.

May 7, 2014

Common Core in the Classroom – Salem-Keizer, Oregon – Second Delivery

Description

These newly released video segments feature six high school lessons, four science and two music, all filmed in the cities of Salem and Keizer, Oregon.

Each video is accompanied by a guidebook that can be downloaded from the Edivation platform. These guidebooks contain the featured teacher’s lesson plan, as well as a viewer response form and discussion prompts that guide viewers to reflect on the lesson and consider what they might apply to their own practice.

Segment Information

Science Lessons

High School: Conservation of Energy
In Mr. Kenny Miller’s physical science class at South Salem High School in Salem, Oregon, students explore the conservation of energy by creating and analyzing computer models of a virtual skate park.

High School: Evaluating Materials and Methods in a Science Experiment
In Mr. Jason Niedermeyer’s International Baccalaureate Biology class at South Salem High School, in Salem, Oregon, students determine the integrity of classmates’ materials and methods for completing a diffusion experiment.

High School: Kinematic and Energy Equations
In Mr. Kenny Miller’s physical science class at South Salem High School in Salem, Oregon, students explore and compare the applications of kinematic and energy equations.

High School: Real-World Application of Gas Laws
In Mr. Jonathan Williams’ AP Chemistry class at West Salem High School in Salem, Oregon, students review prior knowledge about gas laws before working in small groups to graph data and conduct an experiment. The lesson introduces students to a real-world problem that they will solve in their upcoming unit of study.

Music Lessons

High School: Analyzing Handel’s Messiah
In Mr. Jim Taylor’s advanced choir class at McNary High School in Keizer, Oregon, students analyze the imagery, the historical and religious context, and the compositional technique of three pieces of music from Handel’s Messiah.

High School: Analyzing a Musical Work’s Elements and Structure
Students in George Thomson’s music appreciation class at West Salem High School in Salem, Oregon, are studying the elements and formal structure of the first movement in a classical symphony.

Segment Length
Conservation of Energy – 8:34
Evaluating Materials and Methods in a Science Experiment – 5:58
Kinematic and Energy Equations – 7:03
Real-World Application of Gas Laws – 10:45
Analyzing Handel’s Messiah – 11:23
Analyzing a Musical Work’s Elements and Structure – 6:57

Featured Grade Levels
High School

Featured Locations
South Salem High School, West Salem High School, McNary High School

April 14, 2014

Common Core in the Classroom: Connecticut

Description
These newly released video segments feature nine segments, two math and seven ELA-Literacy, from grades 2 through 8, all filmed in Hartford, Connecticut.

Each video is accompanied by a guidebook that can be downloaded from the Edivation platform. These guidebooks contain the featured teacher’s lesson plan, as well as a viewer response form and discussion prompts that guide viewers to reflect on the lesson and consider what they might apply to their own practice.

Segment Information

Math Lessons

2nd Grade: Mental Strategies for Adding Two-Digit Numbers
Students in Melissa Gordon’s 2nd grade class at Annie Fisher Stem Magnet School in Hartford, Connecticut, practice adding two-digit numbers using mental math strategies. This lesson aligns with Common Core Math Content Standards 2.NBT.A.2, 2.NBT.B.5, and Math Practice Standards 1 & 7.

8th Grade: Converting Swim Laps into Miles
Students in Ms. Omaris Journet’s 8th grade P.E. class at Hartford Magnet Trinity College Academy in Hartford, Connecticut, calculate how far they swim using standard algorithms for unit conversion and then trace the distances on a map of the Connecticut River. This lesson aligns with Common Core Math Content Standard 6.RP.A.3d and Math Practice Standard 2.

ELA Lessons

5th Grade: Identifying Context Clues to Build Vocabulary
In Ms. Kimberlee Matthews’ 5th grade class at Martin Luther King Junior Elementary in Hartford, Connecticut, students practice identifying context clues in their reading to help them build vocabulary and comprehension. This lesson aligns with 5th grade Common Core ELA-Literacy Standards RI.5.4 and RF.5.4c.

5th Grade: Health Class: Formal Debate About Bullying
In Ms. Melissa Yennie’s 5th grade health class at Expeditionary Learning Academy at Moylan School in Hartford, Connecticut, students engage in a formal debate about whether or not parents should be legally held responsible when their children bully others. This lesson is aligned with 5th grade Common Core ELA-Literacy Standards L.5.6 and SL.5.1a-d, 4, & 6.

6th Grade: Collecting and Graphing Data
Students in Ms. Laura Thompson’s 6th grade class at Hartford Magnet Trinity College Academy in Hartford, Connecticut, design and conduct experiments in which they dissolve Alka-Seltzer in water and analyze their findings. This lesson aligns with Common Core ELA-Literacy Standards RST.6-8.3 & 7 and with Next Generation Science Standards: Science and Engineering Practices SEP-3 & 4.

6th Grade: Conveying Story and Mood Through Pantomime
In Ms. Tracy Kane’s 6th grade theatre class at Hartford Magnet Trinity College Academy in Hartford, Connecticut, students explore story and mood through pantomime. This lesson is aligned with 6th grade Common Core ELA-Literacy Standards SL.6.1b & c and with 6th grade National Core Arts Standards for Theatre Cr1-6a.

6th Grade: The Hero’s Quest: Finding the Main Idea
Students in Corinne Clark’s 6th grade class at Mary Hooker Environmental Studies Magnet School in Hartford, Connecticut, read an informational text about the hero’s journey in conjunction with Rick Riordan’s novel The Lightning Thief. This lesson aligns with Common Core ELA-Literacy Standards RL.6.1, RI.6.2, SL.6.1a, & c.

7th Grade: Shapes and Structure with Spaghetti and Marshmallows
In Ms. Dena Bacinskas’ 7th grade science class at Hartford Magnet Trinity College Academy in Hartford, Connecticut, students work in small groups to develop, test, and modify models of buildings made out of spaghetti and marshmallows. Students record data, analyze it, and draw conclusions that they present to the class. This lesson is aligned with 7th grade Common Core ELA-Literacy Standards SL.7.1 & 4, RST.6-8.3 and Next Generation Science Standard MS-ETS1-4.

8th Grade: Analyzing Primary and Secondary Sources About Pocahontas
In Mr. Joshua Blanchfield’s 8th grade US History class at Annie Fisher STEM Magnet School in Hartford, Connecticut, students analyze primary and secondary sources related to the history of Pocahontas and John Smith. This lesson is aligned with 6th through 8th grade Common Core ELA-Literacy Standards RH.6-8.1, 2, & 6.

Segment Length
2nd Grade: Mental Strategies for Adding Two-Digit Numbers – 6:31
5th Grade: Identifying Context Clues to Build Vocabulary– 11:40
5th Grade: Health Class: Formal Debate About Bullying – 12:23
6th Grade: Collecting and Graphing Data from a Science Experiment – 4:34
6th Grade: Conveying Story and Mood through Pantomime – 10:45
6th Grade: The Hero’s Quest: Finding the Main Idea – 9:52
7th Grade: Shapes and Structure with Spaghetti and Marshmallows – 9:50
8th Grade: Analyzing Primary and Secondary Sources About Pocahontas – 6:38
8th Grade: Converting Swim Laps into Miles – 7:47

Featured Grade Levels
2nd grade, 5th grade, 6th grade, 7th grade, and 8th grade.

Featured Locations
Hartford Magnet Trinity College Academy, Annie Fisher STEM Magnet School, Mary Hooker Environmental Studies Magnet School, Expeditionary Learning Academy at Moylan School

LumiBook

LumiBook is a highly interactive, cloud-based e-reading platform that allows you to collaborate in an online community centered around the text of a book. With LumiBook, readers develop new ideas side by side with the author. Authors can then instantly update their LumiBook to incorporate new ideas, so you never have to buy an updated edition—the author’s newest content is always right in front of you.

All of this is made possible by LumiBook’s unique social media tools, which allow you to add commentary to sentences and paragraphs within the book, and to view the comments left by other readers and even the author.

With LumiBook, you don’t just read a book—you become part of an active community of users!

Learn more about LumiBook.

Conscious Classroom Management: Unlocking the Secrets of Great Teaching, Second Edition

Conscious Classroom Management by Rick SmithRick Smith and Grace Dearborn

The New Go-To Guide for All Things Classroom Management

The enhanced ebook packed with dozens of new resources, including three new chapters, video examples of best classroom practices, author interviews, an interactive community, classroom management rubrics, and more.

For over ten years, Conscious Classroom Management: Unlocking the Secrets of Great Teaching by Rick Smith has been the go-to book in classrooms and schools all over the world for creating more positive environments where referrals and suspensions are down and student engagement and teacher satisfaction are up.

In this second edition, the Conscious Classroom Management: Unlocking the Secrets of Great Teaching LumiBook, the authors have included three new chapters and dozens more resources, including video, rubrics, and visuals, as well as digital tools that give readers the ability to reach out and communicate directly with Rick Smith and Grace Dearborn.

Focused primarily on prevention, the Conscious Classroom Management LumiBook offers exceedingly practical, easy-to-implement proactive strategies and approaches for teachers to build positive connections with students, teach procedures, cultivate consistency, and hold their ground while inviting student cooperation.

For administrators:

  • Create a classroom management system that helps raise student test scores
  • Significantly cut down on discipline issues: referrals, detentions, and suspensions, all down
  • Transform your culture, turning your district into a more harmonious place to teach and learn
  • See how these resources support and integrate easily with existing classroom management (CM) plans

For teachers:

  • Significantly cut down on discipline issues: fewer behavior issues and less time spent dealing with discipline
  • Create clear procedures your students will follow
  • No more burnout: feel like an educator, not a police officer

Learn more.

Core Learning: Assessing What Matters Most

Jay McTighe

A Blueprint for Designing Incredible Standards-Aligned Classroom Assessments

The most important outcomes contained in academic standards (such as Common Core, TEKS, etc.) cannot be appropriately assessed using multiple-choice test items—this requires more robust performance measures. In Core Learning: Assessing What Matters Most, author Jay McTighe offers readers a framework for designing standards-aligned classroom assessment tasks that engage students in demonstrating their learning in authentic ways.

For administrators:

Train your teachers to create classroom assessments that improve learning, accurately measure student mastery of state-based standards (Common Core, TEKS, etc.), and put your school on the path to standards implementation success:

  • Improve standards implementation by turning assessments into learning experiences
  • Get an accurate picture of how well state standards implementation is going in your school or district
  • Identify the student and teacher needs and areas for improvement in standards implementation—then create interventions to help spur improvement

For teachers:

Learn to create classroom assessments that improve learning and measure student mastery of standards by breaking out of the multiple-choice paradigm:

  • Build around performance tasks, not rote memorization
  • Design assessments that engage students, and improve learning outcomes every step of the way

Learn more.

A Professional Learning Pathway to Common Core Success

Pathway to Common Core Success

Lisa Leith

The A to Z Guide to Common Core Implementation

A Professional Learning Pathway to Common Core Success is an all-in-one Common Core implementation guide—an interactive ebook that will help you successfully implement the Common Core Standards by letting you select the path to Common Core success that’s best for you.

For administrators:

  • See how some of the best education leaders in the country are bringing fidelity to Common Core training at the state, district, and school levels
  • Build an effective framework for observing and evaluating Common Core-aligned teaching
  • Prepare your school or district to succeed on Common Core assessments

For teachers:

  • Watch videos of highly effective math and ELA teachers in every grade as they implement the Common Core Standards in their own classrooms
  • Understand and successfully execute instructional shifts defined by the Core

Here’s what you get for only $59.95:

  • 61 full-length videos showing expert Common Core implementation in real classrooms (a $1,200 cost if purchased individually at $19.95)
  • One-on-one online help from Dr. Lisa Leith, the author of A Professional Learning Pathway to Common Core Success,and other Common Core experts

Answers to your implementation questions, including:

  • How to select curriculum
  • How to achieve technological readiness for assessments
  • How to implement Common Core for English language learners and students with disabilities, and more

Learn more.

InTASC Model Core Teaching Standards:


An Interactive Guide to Understanding and Applying the InTASC Standards to Teacher Effectiveness and Student Success

In April 2011, the Interstate Teacher Assessment and Support Consortium (InTASC), a program of the Council of Chief State School Officers (CCSSO), released an updated set of model standards for teachers that articulate a common core of teaching knowledge and skills that cut across all subject areas and grade levels. These standards present a new vision of teaching that is needed today to help all students reach the new learning expectations in the Common Core Standards and to be college and career ready.

In April 2013, InTASC released its new Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development, which describes the increasing complexity of teaching practice for each core standard across three developmental levels.

Now, educators across the country can learn about the new InTASC standards and progressions, the history behind them, and their application in School Improvement Network’s LumiBook, InTASC Model Core Teaching Standards, authored by Irving Richardson of CCSSO. This online resource is packed with video links and resources, all designed to help teachers utilize the InTASC standards and progressions in their professional learning by

  • observing video clips of teacher performance linked to each standard
  • using the LumiBook’s Learning Progressions Tool to assess the where they stand on the skills spectrum and what actions they can take to move forward
  • uploading and sharing strategies for addressing problems of practice tied to each standard.

Learn more.

Global Education Study: Six Drivers of Student Success

A Look Inside Five of the World’s Highest-Performing School Systems

School Improvement Network’s newest LumiBook release, Global Education Study: Six Drivers of Student Success, gives you access to an international meeting of the minds. In 2011, the nonprofit organization Battelle for Kids began researching some of the highest- performing school systems in the world. Battelle representatives visited schools in Finland, Hong Kong, Canada, Singapore, and California. The culmination of this global study happened in November 2012 at the Global Education Summit. Representatives from all five chosen school systems came together in Columbus, Ohio to share best practices.

This LumiBook distills Battelle’s research and observations of international best practices into six drivers of student success: Early Learning; Personalization and Pathways for Student Success; Teacher Selectivity, Quality, and Growth; Focus on Learning; Education Linked to Economic Development; and Cultural Expectation of Value.

Each chapter of the Global Education Study LumiBook contains video links to excerpts from the Global Education Summit in Ohio, as well as interviews with educators from Finland, Hong Kong, Canada, Singapore, and Long Beach, California.

Battelle researchers share their observations of classrooms around the world, and the educators from the top-performing school systems internationally describe unique societal and cultural factors that shape educational policy and impact students in the classroom.

The Global Education Study LumiBook is a must-read for teachers, administrators, and anyone who is concerned about the state of education and the circumstances, policies, and cultural attitudes that shape what happens in the classroom.

Learn more.

Upcoming Content

Check back to see what new video programs we are working on.