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Digital Citizenship: Focusing on the what, why, and how
The call to teach digital citizenship has been heard by schools around the world, yet there are a few schools who question the value, purpose, and position of teaching digital citizenship within the classroom. Many of those questions stem from a...
Planting Trees Under Which You May Never Sit: The long-term work of school transformation
“The true meaning of life is to plant trees, under whose shade you do not expect to sit.” – Nelson Henderson Transforming schools and districts from industrial models to student-centered ones is bold, noble, worthy work that requires a sustained...
A Personalized Journey: Three lessons learned from school redesign
“How might we redesign school to better meet the needs of each student?” We posed this question to educators in the Dallas Independent School District back in 2014 with the hope of bringing together like-minded educators who wanted to redefine...
Failing Forward: What school innovation networks have taught me about learning from failures
Do you think about failure as a way to look at how to transform education? The last two years have enhanced my abilities to do just that! I credit the state and national innovative leadership networks that I belong to for opening my eyes to look at...
Crafting a “Data Vision”
"Information consumes attention. A wealth of information creates a poverty of attention." - Herbert Simon We know that all effective teachers use data to inform instruction, but with the integration of technology in classrooms and the need and...
Stuck in the Cycle: What teachers really face when we ask them to use data in their classrooms
Educators are masters of working with scarce resources, including something most limited and valuable – time. Time is always in high demand but short supply, and teachers are constantly forced to make critical, and often tough, choices about where...
Introducing TLA's 2019 Blended Learning Measurement Fellows
In 2017, we launched our annual measurement fellowship at The Learning Accelerator to catalyze the effective measurement of blended learning innovation and implementation to understand outcomes and inform collective improvement by building the...
Building Community and Connections: An update on TLA’s Innovation Directors Network
The Learning Accelerator’s (TLA) Innovation Directors Network (IDN) recently finished its second convening in Dallas, TX. Once again, we were inspired, energized, and humbled by the amazing group of 13 system-level leaders and innovators who...
When We Talk About “Assessment,” What Do We Really Mean?
When we talk about teachers and classroom data use, we’re oftentimes talking about data produced via assessment, or as Stassen et al. (2001) eloquently write, “the systematic collection and analysis of information to improve student learning.” The...
Making Good on Our Data Resolutions: Introducing a new series on lessons from TLA’s 6-month study on the current state of classroom data use
At TLA, we believe that the use of data is one of the most powerful strategies for realizing an effective, engaging, and equitable outcome for every child in classrooms across America. As our friends at the Data Quality Campaign (DQC) say, when used...
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