The issue makes the case that performance assessment is a powerful lever for progressive school change. Featuring case studies, interviews, profiles, and passionate advocacy, the VUE issue shines a spotlight on the best work happening in the assessment field. We invite you to download a PDF or read the articles online.
Summer Offerings at CCE
CCE is excited to offer two professional development opportunities this summer.
Quality Performance Assessment team welcomes you to join us at our
annual Summer Institute this July 17 - 20 at Simmons College in Boston. Educators from across the country will gather to learn and apply our Quality Performance Assessment model by designing performance tasks through the lens of equity and cultural responsiveness.
The Essential Personalized Learning Institute, August 7 - 9 at the Holiday Inn in Dedham, is an exciting new professional development workshop for educators and administrators. Our EPL staff will work with participants to bring personalized learning to their schools. Participants will also benefit from:
A 25% discount for additional registrants from a single district (first one pays full price, all others are discounted)
Richard also advised that sustained FCE programming involves dedicated time and responsibility at the local level. Participants explored their districts' policy on family and community engagement, job responsibilities related to FCE, and plans for annual evaluation of FCE efforts. Perhaps the most rewarding part of the experience was seeing several groups take their initial steps toward developing and sustaining authentic partnerships between families and schools.
If you have questions about improving your family and community engagement efforts you can reach Richard at firstname.lastname@example.org.
A Vision for Personalized Learning in Massachussetts
The paper investigates the commonwealth's strong reputation for educational achievement to reveal entrenched
achievement gaps and to suggest that the very measures we use to evaluate schools and students do not align with important
indicators of preparation for college, career, and civic life in the 21st century.
Guest author Arthur Baraf, principal at Met High School in Rhode Island, shows how he makes time to teach a course every trimester to stay connected to teachers and students:
To be a great school leader, one must constantly think about great instruction and deeper student learning. Too often, once a teacher becomes an administrator they become disconnected from the work of teaching students.