|Universities and Districts Team Up to Better Prepare Principals||4226||GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||<p>Research confirms that principals influence student learning—but many district and university leaders agree that most university-based leadership programs aren’t preparing principals for the challenges of today’s schools. In fact, Michelle Young, executive director at the University Council for Educational Administration says there are about 700 university preparation programs right now, and “there is a significant amount of variability in the quality.”</p><p>There are exceptions, however, including the universities and school districts profiled in a four-part video series, <strong><em><a href="/knowledge-center/pages/uppi-video-series.aspx">Principal Preparation: A Roadmap for Reform</a></em></strong>. The videos explore why and how universities and local school districts are working together to better prepare principals for the rigors of the job, illustrating the early steps in a complex process that requires fundamental change.</p><p>“Principals have always played a significant role in their schools, but now the complexities of the job have increased,” says Beverly Hutton, deputy executive director at the National Association of Secondary School Principals in the introductory video. “Now principals are not only responsible for developing a vision and nurturing a school culture. Now we’re instructional leaders. That means now we’re driving student achievement. We’re tracking teacher performance.  We’re looking at the culture as a whole, all while thinking about what is best for students.”  </p><p>The videos are based on lessons from <strong><em><a href="/knowledge-center/pages/launching-redesign-university-principal-preparation-programs.aspx">Launching a Redesign of University Principal Preparation Programs: Partners Collaborate for Change</a></em></strong>, a 2018 report from the RAND Corporation on the first year of a Wallace initiative to support seven sites across the nation as they rethink principal preparation. The universities had established a firm foundation of partnerships, shared a common vision, and had developed structures, tools and processes to make progress. With that groundwork, they were able to begin the process of redesigning their curriculum and field experiences. The findings suggest the feasibility of a complex redesign process, through comprehensive interdependent partnerships, the study concludes.</p><p>In each location in the University Principal Preparation Initiative, four institutions are involved: a university principal training program; at least three school districts that hire its graduates; a “mentor” principal training program considered exemplary for practices the university plans to redesign; and the state office responsible for matters such as program accreditation. </p><p>At each site, the redesign work includes:</p><ul><li>Using leader standards to align features of the program and expectations for graduate performance</li><li>Conducting evidence-based “self-assessments” to identify strengths and growth areas</li><li>Using “logic models” to support team building and to guide change</li><li>Grounding curriculum and instruction in real-world experience in schools</li><li>Ramping up clinical instruction and recruitment and selection of principal candidates</li><li>Exploring systems to track graduate performance and to fill vacancies for principals </li></ul><p>See the whole series, <strong><em><a href="/knowledge-center/pages/uppi-video-series.aspx">Principal Preparation: A Roadmap for Reform</a>, </em></strong>or go directly to the individual episodes below: </p><ol dir="ltr" style="text-align:left;"><li>An introductory video, <strong><em><a href="https://www.youtube.com/watch?v=F4V7RNeM01Y&t=214s">The Case for Change</a></em></strong>, that explains why universities and school districts are coming together to prepare principals  and the research on effective programs.  </li><li>A profile of <strong><em><a href="https://www.youtube.com/watch?v=ShSqTE8d8SU&t=3s">North Carolina State University</a></em></strong> in Raleigh and its work with local school districts, with a focus on its partnership with the Wake County Public School System. It explains how the university and its partners came together to jointly agree on what school leaders should know and be able to do, what changes were made to the university curriculum, and how the partners jointly select candidates for the principal preparation program </li><li>A profile of <strong><em><a href="https://www.youtube.com/watch?v=346znX74_HE&t=10s">Florida Atlantic University</a></em></strong> in Boca Raton and its work with four large countywide school districts in South Florida. This video shows how FAU and its partners consulted the Richie Program for School Leaders at the University of Denver as they rewrote curriculum and explains how they used the <a href="/knowledge-center/pages/quality-measures-principal-preparation-program-assessment.aspx">Quality Measures</a> self-study toolkit to guide the redesign process. Their goal was to prepare school leaders who can lead change.  </li><li>The final video, <strong><em><a href="https://www.youtube.com/watch?v=M7ck5rqDo9g&t=5s">Profile of a Mentor: The Ritchie Program for School Leaders</a></em></strong>, explains how the Ritchie program at the University of Denver served as a “mentor program” to universities and school districts and explains Ritchie’s longstanding partnership to prepare principals with the Denver Public Schools.  </li></ol><p>The videos were produced by award-winning filmmaker Tod Lending.</p><br>||Wallace editorial team||79||2019-09-24T04:00:00Z||Your source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.||9/24/2019 4:49:09 PM||The Wallace Foundation / News and Media / Wallace Blog / Universities and Districts Team Up to Better Prepare Principals A four-part video series shares early lessons from seven ||1313||https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|Looking Toward a Nation at Hope||16104||GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||
<p>“I don’t see this as an initiative – I see this as the way we do schools.” </p><p>That comment by LaTanya McDade, chief education officer in Chicago Public Schools, captured the spirit at the launch in Washington, D.C., of a new report: <a href="http://nationathope.org/report-from-the-nation/"><em>From A Nation at Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, and Academic Development.</em></a> </p><p>The Wallace Foundation was one of a group of foundations funding the commission’s work, which has unfolded over the past two years or so, and was one of more than 100 signatories to its recommendations.</p><p>Although they have no direct authority, national commissions can play important roles in promoting dialogue and defining issues. In 1983, the landmark report <em>A Nation at Risk </em>was credited with sparking the standards-based accountability movement. In a nod to that report, the new report’s title, coined by Washington Post columnist Michael Gerson, referenced the power of that earlier report as an agenda-setting device–but with the twist that its findings give us new hope for progress. </p><p>If <em>A Nation at Risk </em>focused on a particular kind of accountability, <em>A Nation at Hope </em>urges a broader focus on tapping the <em>combined </em>forces of academic learning and social and emotional learning: “After two decades of education debates that produced deep passions and deeper divisions, we have a chance for a fresh start. A growing movement dedicated to the social, emotional and academic well-being of children is reshaping learning and changing lives across America. On the strength of its remarkable consensus, a nation at risk is finally a nation at hope.”</p><p><img class="wf-Image-Left" alt="SEAD-Report-Launch-ch1.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Looking-Toward-a-Nation-at-Hope/SEAD-Report-Launch-ch1.jpg" style="margin:5px;" /></p><p>At the heart of the report is a finding that “Social, emotional, cognitive, linguistic and academic development are deeply intertwined in the brain and in behavior and together influence school and life outcomes, including higher education, physical and mental health, economic well-being, and civic engagement.” This means that providing more opportunities for acquiring social and emotional skills has the chance to improve both academic outcomes, and the ability to compete in the labor market, the report concludes.</p><p>An implication, said Mary Helen Immordino-Yang, a professor at the USC Rossier School of Education, is that educators focus both on transferring knowledge to students, and seeking to understand them and create a climate where learning can flourish. In addition to recognizing that we need to “enable children to relate well to other people and manage emotions,” we need to recognize that “the process of building knowledge can often be connected to emotions.” </p><p>Rooted on the finding that academic learning and social and emotional learning are “intertwined,” the report makes key six recommendations: </p><ul><li>Set a vision for student success that prioritizes the whole child.</li><li>Transform learning settings so they are physically and emotionally safe and foster strong bonds among students and adults.</li><li>Change instruction to teach students social, emotional and cognitive skills; embed these skills in academics and schoolwide practices.</li><li>Build adult expertise in child and adolescent development.</li><li>Align resources and leverage partnerships across schools, families and communities to address the whole child.</li><li>Forge closer connections between research and practice to generate useful, actionable information for educators.</li></ul><p><img class="wf-Image-Left" alt="SEAD-Report-Launch-ch2.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Looking-Toward-a-Nation-at-Hope/SEAD-Report-Launch-ch2.jpg" style="margin:5px;" /></p><p>The livestreamed launch saw a broad range of support for the commission’s work.</p><p>Josh Bolten, president and CEO of the Business Roundtable representing the nation’s 200 largest corporations employing 17 million people, said that over the past two years, concerns have grown among his members that while “they can find people, they can’t find people who are prepared technically and with the soft skills they need to enter the workforce.” In 2017, he noted, when asked about the greatest headwinds they face, for the first time concerns about the labor force nudged out regulation; by 2018, labor was the lead concern by a two-to-one margin. Businesses, he said, are already engaged in some way “to try to make sure that the education system is preparing graduates to do the jobs they have.” </p><p>From the policy community, Gov. Mitch Daniels applauded the notion that SEL was a “missing ingredient” in educational attainment, saying “this report is timely, necessary and the gap is not going to be filled by the environments that the children go home to after schools.” He also urged inclusion of social and emotional learning in the curricula of the nation’s 1,300 colleges of education, one of the recommendations in the report.</p><p>Former Delaware Governor Jack Markell offered that “movements will spread when there are narratives of people doing this right,” and suggested that parent-teacher associations and others could share stories of success that can be emulated and adapted locally rather than in a “top-down” manner. </p><p>Marc Morial, CEO of the National Urban League, said a focus on social and emotional learning was a strong fit with the League’s emphasis on excellence and equity. “There is something commonsensical about this. For us to raise the next generation, we have to imbue them with a range of skills. Now we have to be much more intentional about it because of changes in family structure, diversity and globalization.”</p><p>He, like others, urged that community-based organizations providing afterschool be part of the solution. “It’s going to take a symphony, it’s going to take an orchestra, I want to make sure afterschool providers are in the band and not in the stands.”</p><p>That was a theme also shared by Josh Garcia, deputy superintendent in Tacoma Public Schools, a Wallace grantee, who emphasized the importance of having multiple partners and not just one. He described an “accordion strategy” used over the past decade to shape the Tacoma Whole Child Initiative that comprised four shifts: schools, parents, afterschool providers and partnerships between all three. By accordion, he meant devising plans, listening to the community for ideas and input, and then closing the accordion to revise the plan–then repeating the process. Garcia credited the plan for helping boost high school graduation ratesfrom 55 percent in 2010 to 89 percent in 2018, along with significant decreases in absenteeism, and tardiness and expulsions.</p><p>LaTanya McDade of Chicago Public Schools emphasized the value of partnerships with research organizations, noting the Chicago schools partnership with the University of Chicago Consortium on School Research, and emphasizing the value of public-facing reports that both mark progress and hold the district and its partners accountable. “When you expose the data in a meaningful way, then you are dealing with a common set of facts, and that builds understanding in the community that this work really matters.”</p><p>An example of research that affected practice was a study by the Consortium highlighting differential disciplinary patterns across schools. Fixing that involved changing adult practice, she noted. For example, Sabrina Anderson, a principal in Chicago Public Schools, described how they now begin each morning with a chance for students to share anythingthat would stop them from learning. When conflicts do arise, students in a dispute go to the “peace center” in the classroom, turn over a water bottle filled with glitter and watch the glitter fall to the bottom–reminding them to take the time to listen and talk through their differences. </p><p>Panelists, as well as Tim Shriver, co-chair of the commission, urged organizations and individuals to act on the recommendations.</p><p>“The question before is all of us is can we mount the energy on the implementation and execution side and can we hold together this cross section which includes teachers, and business and community providers to push sensible change,” said Morial of the National Urban League. “What’s exciting about this is this is the next generation of education reform with excellence and equity as its guiding principle.”</p><p>And Becky Pringle, vice president of the National Education Association, returned to the theme that in outlining a consensus, the report created the ground for action at the local and state levels: “I am energized that we are putting students at the core of this work. The report is so comprehensive and so well structured. Thank you. We have the research, we have the evidence…This is power, and together we will be worthy of our students.”</p><p>Wallace’s own work focuses on learning more about the intersection of schools and out-of-school time organizations in providing opportunities for students to acquire social and emotional skills. You can read about what we’ve already learned about social and emotional learning <a href="/knowledge-center/social-and-emotional-learning/pages/default.aspx">here</a>. </p>
||Lucas Bernays Held||18||2019-01-15T05:00:00Z||New report from national commission taps combined forces of academic learning and social and emotional development||1/16/2019 3:36:15 PM||The Wallace Foundation / News and Media / Wallace Blog / Looking Toward a Nation at Hope New report from national commission taps combined forces of academic learning and social ||3616||https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|To Widen Their Reach, Social Programs Enlist Partners||16124||GP0|#af3e9879-f65e-40d3-8cc6-25ef5b2f858e;L0|#0af3e9879-f65e-40d3-8cc6-25ef5b2f858e|Advancing Philanthropy;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||<p>H igher Achievement provides intensive beyond-the-school-day study and enrichment to middle school kids in underserved communities. The Campus Kitchens Project serves up nutritious meals to the hungry. And Climate Matters distributes free, research-based videos about climate change to TV weathercasts.</p>
<img class="wf-Image-Left" alt="Higher_Achivevement_RWK2902(003).jpg" src="/News-and-Media/Blog/PublishingImages/Higher_Achivevement_RWK2902(003).jpg" style="margin:5px;width:774px;height:515px;" />
<p class="wf-Element-ImageCaption" style="text-align:left;">A mentor and student hit the books at a Higher Achievement program in Washington, D.C. </p><p> Three social programs with three different missions—and an intriguing commonality. Each one has successfully widened its reach in recent years by working in partnership with others, albeit in varied ways.      </p><p>The three are among 45 nonprofits showcased in a recent report on expansion via partnership. In
<em>Strategies to Scale Up Social Programs: Pathways, Partnerships and Fidelity</em></a>, authors R. Sam Larson, James W. Dearing and Thomas E. Backer explore this terrain, examining such matters as how partners find one another and the extent to which program creators demand “fidelity,” or faithfulness to the original programming model, vs. valuing adaptation.  </p><p>As a foundation whose work involves testing possible solutions to problems in our focus areas (school leadership, the arts, and learning and enrichment for disadvantaged children), Wallace commissioned the report in part to find out more about how successful nonprofit efforts could expand. Several of the organizations studied in the report, including Higher Achievement, have been Wallace grantees. </p><p>
<img class="wf-Image-Left" alt="Higher_Achievement_RWK9278(1)(003).jpg" src="/News-and-Media/Blog/PublishingImages/Higher_Achievement_RWK9278(1)(003).jpg" style="margin:5px;" />
</p><p class="wf-Element-ImageCaption" style="text-align:left;"> Baltimore middle-schoolers backstage at a performance of poetry written by Higher Achievement students</p><p>To be included in the write-up, all the efforts had to have evidence of effectiveness and fall into one of three areas: health, education and youth development. The range of enterprises, however, is wide—from prenatal care for low-income women (Nurse-Family Partnership) to summer learning (Power Scholars Academy, another Wallace-supported endeavor) to business education for entrepreneurs in underserved areas (Streetwise MBA).  </p><p>Whatever their mission, each of the 45 faced a fundamental question before scaling up via partnership: What was the best course to take? In short, the report found three common partnership paths.
<img class="wf-Image-Left" alt="Scale-Up_Pathways_Chart2.jpg" src="/News-and-Media/Blog/PublishingImages/Scale-Up_Pathways_Chart2.jpg" style="margin:5px;" /></p><p>    </p><ol><li>
<strong> Branching pathways</strong> are similar to a business setting up branch offices. The lead partner (the group organizing the scale-up and usually the program creator) opens more sites, with the training and supports of the original. This was the route taken by Higher Achievement, which today works in 17 schools in four cities to provide both school-year and summer supports to put middle school students on a course to success in high school and college.
<br> Like many organizations in the study that took the branching path, Higher Achievement, founded in Washington, D.C., in the 1970s, was well established when it began considering expansion. It opened its first branch in 2009 in Baltimore, later adding Richmond and Pittsburgh—and gathering lessons along the way on everything from how to enlist funders to how to time hiring, according to Lynsey Wood Jeffries, Higher Achievement’s CEO. The partner in each city is a local office established by Higher Achievement. These branches are given flexibility in certain areas, such as the types of elective activities they can offer to the children. But they are expected to adhere strictly to a set of program non-negotiables, such as academic mentoring, as well as the rigor of the program model, which provides on the order of 100 extra school days of learning and enrichment annually to the 1,900 students enrolled.<br><br> Indeed, Higher Achievement chose the branching pathway because the level of control it provides helps to ensure maintenance of the program’s intensity, which the organization considers key to good results for the students. “We couldn’t rely on a less centrally controlled approach to scaling and feel confident that we would produce strong outcomes,” Jeffries says.  <br><br></li><li>
<strong>Affiliate pathways</strong> resemble business franchising. Here, the lead partner retains basics—name, content and quality control, for example—but the affiliates are independent, often operating under contracts with the lead partner.
<br>That’s how Campus Kitchens operates. Launched in 2001 and originated by DC Central Kitchen, which combats hunger in the nation’s capital, The Campus Kitchens Project has since spread to 63 schools, mostly colleges and universities, in 63 communities, according to Dan Abrams, director of the effort.
<br>The heart of the program is that students recover would-be wasted foods, usually from their own dining halls, transform them into tasty, healthy meals, and deliver them to places such as senior housing, churches and youth outreach groups. In addition, each site provides “Beyond the Meal” programming that goes beyond immediate hunger relief and could include health education, community gardens and mobile food pantries, Abrams said. The particulars are tailored to each community.
<br>Partnerships are central to the enterprise. Sodexo Corp., a corporate food service operator on many campuses, helped develop strategies for keeping both food and students safe in the kitchen. AARP funded a report of case studies on Beyond the Meal ideas that help address hunger and poverty for older adults and is available online free to students.<br><br> “Our goal is to provide the most cost-efficient and effective program for students to take on,” Abrams said.<br><br></li><li>
<strong>The distribution network</strong> pathway is akin to supply chain business arrangements, where the lead partner provides the content (the “product”) and a partner with an existing network distributes it to member organizations or individuals. Case in point: Climate Matters, which is based at George Mason University in Northern Virginia and was begun, with the help of a National Science Foundation grant, as a pilot test in 2010 with one weathercaster. Today some 500 TV weathercasters participate, which means the effort reaches 147 of the nation’s 210 media markets. The weathercasters receive a weekly “story package" of broadcast-ready graphics or animations plus background information, often featuring data localized to their media market, that illustrate a current impact of climate change.
<br>Edward Maibach, who was in on Climate Matters’ origins, is director of the university’s Center for Climate Change Communication. He describes the partnership driving Climate Matters as “a team effort between three kinds of experts …climate scientists (so we get the facts right), social scientists (so we communicate the facts effectively), and TV weathercasters (who are trusted, have access to the public, and are excellent science communicators).”  In the future, other partners may join in.  Maibach says Climate Matters is working with a diverse group of journalism professional societies to see how Climate Matters materials might help local journalists report on the impact of climate change, and potential solutions, in their community.</li></ol><p>The search for ways to expand that make sense for an organization’s particular context drives home another key point of the report—that scale-up is often not a one-time event. Those doing the work need to constantly re-evaluate pathways, partnerships and fidelity Higher Achievement, for example, has a small pilot underway to test the types of outcomes that a tweaked program model, spread through a distribution network pathway, would have, Jeffries says.  Dynamic change,” the authors write, “is a reality for successful social programs to scale up.” </p>||HJ-Cummins||80||2018-04-20T04:00:00Z||Report Highlights How 45 Nonprofits Used Three Types of Partnerships to Expand. Read the blog.||6/4/2018 6:46:58 PM||The Wallace Foundation / News and Media / Wallace Blog / To Widen Their Reach, Social Programs Enlist Partners Report Highlights How 45 Nonprofits Used Three Types of Partnerships ||961||https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|