July 2016
It's summer! If you're like us, you're recharging and looking ahead to the new year. For many school leaders, this includes starting off on the right foot with dynamic summer professional learning (PL) sessions.

We've found that planning summer PL is a critical opportunity to build the foundation for coherent, focused, and effective adult learning throughout the school year. High-performing schools that we've studied across the country narrow in on a small set of teacher learning goals, and design a year-long professional learning plan with multiple opportunities for teachers to practice skills until they achieve mastery.

We gathered guidance and shining examples to help you determine what success might look like in each of the three cornerstone themes of PL: instructional content, adult culture, and student culture.

Arlington Woods Elementary in Indianapolis used its new flexibility to introduce a social and emotional learning elective for all students and expanded collaborative planning time for teachers from 30 minutes every other week to 100 minutes per week. This flexibility stems from its participation in the autonomous schools cohort - an Indianapolis Public Schools pilot program created in preparation for the transition to the new student-based allocations (SBA) funding system.



How can your principals find enough collaborative planning time to meet the challenges of the Common Core standards? 
Join us next week to learn how you can use the r ich resources and guidance in  School Designer  to support your principals in each step of the school planning process- budgeting, hiring, staffing, scheduling, and more. This webinar is especially geared toward central office staff such as academic and school support leaders who work with principals.
  
Tuesday, July 26 2016, 2:30-3:30 p.m. EDT
Presented by Kristan Singleton, ERS Director of Tools & Technologies


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WHY NOW? 
Because our students need more than a few great schools.

The call for increasing the rigor of instruction for all students, especially lower-income students and students of color, requires designing schools with the right structures to support this shift. To move beyond one-school-at-a-time reform to help every school create these structures, districts must seize the opportunity to support strategic school design by implementing targeted changes in policies, processes, and supports.

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Education Resource Strategies (ERS is a non-profit organization dedicated to transforming how urban school systems organize resources - people, time, and money - so that every school succeeds for every student.



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