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"Education leadership has been called the "critical "bridge" that can unite the many different school reform approaches in ways that practically nothing else can. This was the central theme of The Wallace Foundation's national education conference held in October 2007, at which more than 400 leaders and experts gathered to share practical lessons and experiences about how states, districts and universities are going about the tough work of ensuring that all schools have well-trained, well-supported leadership. This special post-conference report opens with a commentary by Wallace President M. Christine DeVita on the progress and key lessons emerging from the Foundation's education leadership initiative. Richard L. Colvin, director of the Hechinger Institute on Education and the Media, provides detailed highlights of the gathering. Stanford University Professor Linda Darling-Hammond, a conference keynote speaker, discusses the key elements of effective leadership training. Kati Haycock, president of the Education Trust, another keynote speaker, offers vivid examples of how strong leadership made the critical difference in previously-failing schools and urban districts"

Bridging the gap between teacher evaluation and student achievement After nearly five decades of study around effective teaching and learning practices, Dr. Robert Marzano expands his acclaimed work by releasing the Art and Science of Teaching Causal Teacher Evaluation Model. The first of its kind, this teacher evaluation model identifies the direct cause and effect relationship between teaching practices and student achievement to help teachers and leaders make the most informed decisions that yield the greatest benefits for their students. With the Marzano Model, districts can transform your teacher evaluation system from an exercise in compliance into an effective engine of incremental growth, one that reflects parallel gains between teacher assessment and student performance.

The Consortium on Chicago School Research (CCSR) at the University of Chicago conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. We seek to expand communication among researchers, policy makers, and practitioners as we support the search for solutions to the problems of school reform. CCSR encourages the use of research in policy action and improvement of practice, but does not argue for particular policies or programs. Rather, we help to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working

"EduSAIL - Educational Systems and Instruction for Learning - features the Missouri Collaborative Work initiative. Through Missouri Collaborative Work, PK-12 educators establish collaborative data teams, develop and administer common formative assessments, use data-based decision-making, and implement effective teaching/learning practices. With support from the Missouri State Personnel Development Grant (SPDG), the statewide system of support receives training tools, processes, and structures to bridge professional development to practice. This website is maintained with funds received through the SPDG."

"Story Share provides relevant and readable content for students who read below grade level beyond elementary school. In doing so, we aim to inspire reading practice and improve literacy skills. By leveraging the combined powers of interactive web design and best practices in literacy instruction, our platform will bring together writers, readers, and educators to engage and support readers who struggle."

"I was excited to read two recent reports from researcher John Hattie: What Doesn't Work in Education: The Politics of Distraction andWhat Works Best in Education: The Politics of Collaborative Expertise.Hattie, whose seminal research is on the educational practices most likely to lead to student gains, examines those findings to determine how we increase those practices within schools. It is no surprise to many of us that he has landed on the power of collaborative learning."

"This publication presents some preliminary understandings from a number of Center research projects and experiences to inform the various stakeholder groups of the emerging trends, outcomes, challenges, and promising practices in this developing field of practice. Special education was founded on, and continues to operate as, a collaboration among students with disabilities, families, professionals, and policymakers. "

"Of course, if instructional coaching is going to be effective, coaches need to partner with teachers to provide the supports that empower teachers to implement new practices in a way that gets results.  But we make a big mistake, I think, if we assume this means that teachers must mindlessly follow a script."

Thirty years of research shows us that when all students are learning together (including those with the most extensive needs) AND are given the appropriate instruction and supports, ALL students can participate, learn, and excel within grade-level general education curriculum, build meaningful social relationships, achieve positive behavioral outcomes, and graduate from high school, college and beyond. How do we transform education to achieve these goals? According to the research, it takes administrative leadership, multi-tiered systems of support, family and community partnership, an inclusive educational framework including organizational structure and school culture, and policies and practices providing the backbone to these features

"Peter Senge's vision of a learning organization as a group of people who are continually enhancing their capabilities to create what they want to create has been deeply influential. We discuss the five disciplines he sees as central to learning organizations and some issues and questions concerning the theory and practice of learning organizations. "

STANDARDS FOR BUILDING INCLUSIVE SCHOOLS: HOW WE WILL KNOW WHEN WE ARE THERE. Validated Practices Committee Louisiana Department of Education, Division of Educational Improvement and Assistanc

"Souhegan High School is a member of the Coalition of Essential Schools, founded by Ted Sizer of Brown University.  Since it opened in 1992 inclusive education has been an integral part of its philosophy and practice.   This film illustrates how eight essential elements of school reform all work together to create an "inclusive community of learners" for each and every student at the school.  A student with significant disabilities, Amro Diab, is shown in a number of academic, social, and extracurricular situations, as an example of how "all means all" at this break-the-mold school. "

"Math Warehouse is a web portal that offers a variety of tools and resources to support math teachers and students. The site has a wide array of math games as well as an interactive practice page"

"Teaching Channel - high quality videos on Math, ELA and much more! I just re-discovered the Teaching Channel, which has about 650 videos on a variety of topics, including 150 on Common Core. Search by subject, grade or topic (including CC but also Planning, Behavior, Engagement, Class Culture, How To's, other professional development...) and get a list of excellent videos with some innovative and effective teaching practices. The videos are usually 2 to 15 minutes long"

"The document above is an explicit lesson plan which outlines the plan for a day we held stations in math class. Students were given a set amount of time at each station where they practiced a different fraction related math skill."

"At Challenge Success, we believe that our society has become too focused on grades, test scores and performance, leaving little time and energy for our kids to become resilient, successful, meaningful contributors for the 21st century. Every day, we provide families and schools with the practical, research-based tools they need to raise healthy, motivated kids. Success, after all, is measured not at the end of the semester, but over the course of a lifetime."

"After planning with our first grade Hebrew teacher a year long project of Creating a Visual Dictionary on the iPad, it was time to put theory in practice."

Case studies on the practices of schools who have successfully transformed their achievement and culture, includes expanded time, also PBS, TBTs

"One of my all-time favorite throw-downs here at school happened a few years back when my principal---who I respected and enjoyed---insisted that we post learning goals on our boards for every class period.  "Posting goals," he argued, "keeps students informed about exactly what it is that they are supposed to be learning in class each day." And you know something:  He was right.  Experts from Rick Stiggins and Larry Ainsworth to Bob Marzano have proven time and again that engaging students in their own learning by posting objectives in class is a practice worth pursuing. "

"Welcome to the iPads4teaching site! This site will provide you with tips, tricks and resources for teaching and learning with the iPad.  This site will promote the use of the iPad to support sound pedagogical practices and provide professional development options for you"