A camp for teachers provides immersive professional learning opportunities that mirror the community, agency, and joy of deeper learning for students.

We are at a hinge moment in the history of our schools. A 120-year-old industrial structure is radically ill-equipped for the challenges posed by the COVID pandemic, much less what has been called the triple pandemic of COVID, racism and economic inequality, and fundamental threats to our democracy.

In the spring of 2021, Jason E. Glass, Ed.D., Kentucky’s commissioner of education and chief learner, staged a series of stakeholder engagement efforts that led to the formation of the Kentucky Coalition for Advancing Education (KCAE).

Twelve districts in the United States and Canada are remaking their schools to bring deeper learning for all, and their stories could change the entire field.

The urgency around learning loss is keeping education spinning in place when the urgency we need is to reimagine schools and address deeply rooted challenges.

Anyone who works, or lives with kids, will have strong opinions on the ways they’re taught. Jal Mehta presents his unexpected findings after leading a nationwide project researching the best ways children learn.  

To develop an in-depth, nuanced understanding of what teaching was like during the COVID-impacted 2020-21 academic school year, we interviewed 57 U.S. PK-12 teachers from across the country in public, charter, and private schools, at different grade levels, and in different subject areas.

Understanding the experiences of students and teachers during pandemic schooling is vital to educational recovery and building back better.

With American Rescue Plan Act funds, schools and districts can create three years of awesome and incredible experiences for their students, at a scale that we may never see again.

The Learning Professional recently interviewed Mehta about how the COVID-19 pandemic is changing teaching and learning and how to seize opportunities for improving schools moving forward

The pandemic showed us that education was broken. It also showed us how to fix it.

This post is by John Watkins, co-director of The Deeper Learning Dozen, and principal at Inquiry & Learning for Change. John is a coach, consultant, researcher, and evaluator with several decades’ experience in systemic reform in educational organizations.

When Jal Mehta and Sarah Fine embarked on a six-year study of 30 of the most effective public high schools in the United States, what they found among students was largely “bored, disengaged compliance.”

Over the past 15 years, at least since the passage of No Child Left Behind, equity has been more of a conservative than a liberating force in American education.

In the past few months, I have been talking with a number of district leaders who are trying to move their districts toward deeper learning for all.

In a piece we recently published in Ed. Magazine, Sarah Fine and I argued that the “periphery” of schools was often more vital than the core.

If there is one prevalent assumption that stands in the way of deeper learning, it is that you have to do “the basics” before you can engage in deeper learning.