June 23rd, 2016 by Jamie Woodson
Dear Friends, When great teachers grow as leaders and participate in the discussion about sustaining and improving student-focused policies and practices, they help their profession and their students. With that…
June 16th, 2016 by Charlie Bufalino
One of the best experiences I’ve had since relocating to Nashville and entering graduate school has been my experience as a Policy and Research Graduate Fellow with SCORE. I had heard of the organization from afar, and I knew it had a terrific reputation as a leader in education reform. But I didn’t know how deeply relevant working here would be to what I was learning in school and to the policy work I want to do for the rest of my career.
June 15th, 2016 by Jarred Amato
Now that final grades have been entered, the classroom library is back in order, and students are officially on break for the next two months, I wanted to take some time to reflect on the 2015-16 school year.
June 9th, 2016 by Amy Griffith Graydon
Martin Luther King Jr. Magnet School has achieved remarkable success in fostering high-level achievement among students at the highest tiers, and significant growth for middle and lower tiers. High expectations are built into the curriculum. At MLK, every class starting in ninth grade is honors level or higher. Advanced Placement (AP) class offerings are extensive. MLK currently offers 25 AP-level courses, with another due to be added in the next school year. Students choose their own courses, but all paths available are challenging.
June 7th, 2016 by Indira Dammu
Over the last several years, Tennessee has led the way in improving educational outcomes for students. Meeting the physical and mental health needs of Tennessee students could continue this upward trajectory and ensure lasting gains for all students.
May 31st, 2016 by Elizabeth Vincent
As someone for whom teacher leadership had a profound impact, I know the potential benefits of similar experiences for teachers across the state. Teacher leadership opportunities can invigorate, energize, and empower teachers. In order for these opportunities to provide the greatest benefits to students and schools, leadership positions should be structured so that teachers have maximum support to feel encouraged by their new positions, rather than overworked. Tennessee’s teachers do amazing work every day for our students in the classroom, and we must build a system that empowers them to lead outside the classroom, as well.
May 25th, 2016 by SCORE
The State Collaborative on Reforming Education (SCORE) announced that 49 teachers have been selected for the 2016-17 class of the Tennessee Educator Fellowship, a significant expansion of the program that…
May 23rd, 2016 by Amy Griffith Graydon
New Vision Academy (NVA) has an exceptionally data-rich culture. Many tools for monitoring student growth are in use at this public charter school in Nashville – assessments, benchmarks, math and reading levels – and NVA sets a new standard for using this information productively. Data improves instruction, facilitates teacher collaboration, and aids communication with students and parents. “Once they start to believe, then they start to own their education,” said Executive Director Timothy Malone. “Everybody’s not on the same level, and we recognize that. But we want to see that growth in every child. The data doesn’t lie. We try to tie that data into everything we do.”
May 17th, 2016 by SCORE
For four days, the SCORE Policy and Research team had the opportunity to participate in the recent American Educational Research Association’s Annual Meeting in Washington, DC. AERA is the largest gathering of education-focused researchers and advocates each year, and the 16,000 attendees represented all levels and sectors of the policy, research, advocacy, and practitioner communities. Here, the team offers reflections on the lessons learned and what most affected them from the experience.
May 10th, 2016 by Kyle Southern
A recent report from the Metro Nashville Human Relations Commission presents the stark disjoint between the demographics of Metro Nashville’s teaching and student populations. The report’s data and findings are jarring, but its authors have provided a valuable service to the Nashville community by providing a call to action. Similar investigations in other districts would provide a comparable service and should prompt the kind of reflection necessitated by Metro Nashville’s report.