In May 2020, we conducted four online design charrettes with school and district leaders, teachers, students, parents, and other stakeholders to translate design-based practices for leading school change into an online context. In this report, we present two meeting protocols: one for multi-stakeholder meetings and one primarily for students. To accompany these protocols, we have sample agenda, online workbooks, and sample notes and exercises from our discussion to help school and district leaders facilitate these kinds of meetings in their own local contexts.
The goal of these meetings was to identify shared values and priorities for reopening schools, to build stakeholder engagement, to seed stakeholder leadership and involvement, and to develop new ideas and structures for reopening schools. In particular, we were interested in “tentpole” ideas, structures and routines that could define a reopening plan and provide an organizational frame for the hundreds of smaller curricular, programmatic, and logistical decisions that will need to be made next year. In a linked report-- “Imagining September: Principles and Design Elements for Ambitious Schools during Covid-19”- -we have published “storyboards” for a variety of school reopening ideas and structures inspired by the participants in our charrettes.
Re-opening schools in the fall will be a community-wide effort, requiring leadership, innovation, and experimentation from all parts of school systems. Including diverse stakeholders early in the process of imagining September will bring forth a community’s best ideas and invite people through the system to join the work of retooling schools for the challenging year ahead.
To more deeply understand the practice and professional experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels, and in different subject areas.
We analyze the state education agency policy guidance concerning remote learning published by all 50 U.S. states by the end of March 2020.
The mission is to create and share high quality resources to facilitate digital and non-digital learning for K-12 and lifelong learners. By providing science, technology, engineering, arts, and mathematics (STEAM) based instructional materials and an open forum for users to share insights, we aim to inspire a diverse global community of educators, students, and parents to find innovative solutions to the challenges of learning at a distance
MIT’s Teaching Systems Lab (TSL), with support from the Woodrow Wilson National Fellowship Foundation, is excited to announce the recipients for the 2018-2019 Teaching and Learning Innovation Grant (TLIG).
Thanks to a National Science Foundation grant, TSL will collaborate with Maker Ed to improve school-based assessment practices in maker-centered education.
This year’s recipients tackle a range of innovations in education from using the Unhangout Platform to support teachers’ professional development to using artificial intelligence to make students’ mathematical problem solving visible to the teachers.
Teaching Systems Lab Executive Director Justin Reich awarded a grant from Google For teacher-facing intervention research
Patrick Riccards, Chief Communications and Strategy Officer for the Woodrow Wilson National Fellowship Foundation, discusses competency-based education in Real Clear Education.
Spencer Foundation launches $2 million effort to create first-of-their-kind measures.