In this paper, we [Matthew Gaertner, David Conley, and Paul Stoltz] attempt to clarify the readiness landscape. We introduce three readiness paradigms—the college readiness index for middle school students, the Conley Readiness Index, and GRIT—and review their goals, theoretical foundations, and empirical support.
Luba Vangelova of KQED News writes about The Independent Project at Monument Mountain Regional High School in Great Barrington, MA: The 2010 pilot involved eight students — sophomores, juniors and seniors — chosen on the basis of written applications and interviews.
Brenda Iasevoli of The Hechinger Report profiles Los Angeles High School of the Arts, which is in its second year of having its seniors defend their portfolios. She places the profile against the larger backdrop of alternate measures of student—and school—performance.
Andrew Miller of Edutopia writes about the importance of engagement on student leaning and “moving past ‘course-based’ PBL”: “Due to the antiquated restraints of the education system, most educators are forced to implement PBL in a “course-based” manner. This means that the project occurs within the traditional discipline structures, where there may be integration, but learning is framed within grades and competencies”.
Michael Brosnan interviews organizational expert Jim Collins about his research on educational leadership.
Amy Scott discusses the differences between Smarter Balanced tests and the traditional standardized test, such as the use of open-ended questions over multiple choice. Scott suggests that such higher-quality assessment is worth the higher costs.
Authors Cass R. Sunstein and Reid Hastie describe common ways groups go astray and offer suggestions to avoid or address them. They argue that four problems are most commonly to blame for poor or self-destructive decisions.
The author suggests five ways to handle tough, necessary conversations.
Kate Rousmaniere discusses common misconceptions about principals and how they stem from the history of the principalship.
Thomas R. Hoerr argues that sometimes principals can try too hard to be “liked” which can undermine their ability to lead. This can lead to a few problems.