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Policy recommendation: Immediately implement a new teacher evaluation system based 50% on student assessment data. Prohibit the use of experience or degree level as a basis for compensation.

Policy recommendation:  Set in place a strategy to turn over all host district schools, across all grade levels to the charter operator.

Conclusions & Implications: The strongest correlate of true teaching effectiveness was the estimate of teacher contribution to student achievement on the same test a year later. However, this correlation was only modest (.30). All other measures including effectiveness measures based on alternative tests and student, parent and administrator perceptions of teacher effectiveness were less correlated with the original value-added estimate, thus raising questions about the usefulness of any of these other measures. Because the value-added measure turns out to be the best predictor of itself in a subsequent year, this estimate alone trumps all others in terms of usefulness for making decisions regarding teacher retention (especially in times of staffing reduction) and should also be considered a primary factor in compensation decisions. Note that while it may appear that school administrators, students and their parents have highly consistent views regarding which teachers are more and less effective (note the higher correlations across administrator ratings of teachers, and student and parent ratings), we consider these findings unimportant because none of these perception-based ratings were as correlated with the original value-added estimate as the value-added estimate was with itself (which of course, is the TRUE measure of effectiveness).

he 2010 Education Council had plenty to say — and they’re certain they’ll be heard. Among their suggestions: 1) Allow access to restricted Web sites like YouTube for educational purposes. 2) Hold technology integration training workshops for teachers. 3) Use cell phones as a “teacher-defined learning tool.” 4) Partner with media-savvy youth organizations like YouMedia so that students who participate in technology-rich projects outside of school can receive elective credits.

he most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom.

teachers should have a personal password for unblocking restricted websites for educational purposes.

The iPad is a consumption device. Sure, you can use it for Web browsing, video-watching, or note-taking, but the laptop affords a much greater range of expressive possibilities. Apple’s embrace of digital textbooks reinforces a quaint view of education that transfers agency from learners to publishers. The tools for creating e-books, such as iBooks Author, require Macs, but the laptop cannot read the books it creates, forcing schools to choose between textbooks and computing. Apple has made it clear that education is about content delivery and testing, no longer about the power to be your best.

Tablets could have all the functionality of a laptop, but they don’t. Until they do, I recommend that schools invest in laptops for student use.

he Educational Policy Improvement Center (EPIC) in Oregon, in a formal study asked higher education faculty what skills and knowledge they believe contribute to preparing students to succeed in college. Conley’s definition of college and career readiness is very basic: The level of preparation a student needs to succeed – without remediation – in credit-bearing general education courses or a two-year certificate program.1 The State of Colorado has also adopted this definition for college readiness.2 Such a definition might satisfy some community college and university faculty, but it is not comprehensive enough to really describe the preparation students need for the world of work or college level studies. There are productive behaviors that faculty expect in students and that employers expect in employees as well. EPIC went further to define college and career readiness by expanding the definition into one that is more comprehensive. The expansion includes more of the habits, skills, and attitudes that faculty and employers know are essential to success. It includes four areas:Key Content Knowledge (writing, simple research, core/GE subject area knowledge) Key Cognitive Strategies (inquisitiveness, reasoning, intellectual openness, precision and accuracy) Key Learning Skills and Techniques (self-control, note taking, time management) Key Transition Knowledge and Skills (understanding college or work as a system, interpersonal and social skills, culture of college)

nother resource for higher education faculty to consider is the work done by Arthur L. Costa regarding habits of mind for effective participation in the workplace and beyond. Costa’s recommended habits of mind are popular today and can be used for college students and employees alike. The 16 Habits of mind5 Persisting Communicating with clarity and precision Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, innovating Thinking flexibly Responding with wonderment and awe Metacognition Taking responsible risks Striving for greater accuracy and precision Finding humor Questioning and problem posing Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning

The following is a “laundry list” of recommendations Community Developers should consider in the creation of their social community.

Adopt a paradigm that views the community construction process as one of co-design that compliments and enhances your organization’s mission and values.

Create an emergent, evolving co-design with the collaboration of your intended members in developing a shared vision, community niche, and ongoing feedback loop on ways to improve design and usability.