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For districts and schools hit hard by teacher shortages, there's only so much you can do alone in hiring and keeping high-quality teachers. Mike Siebersma writes on how networks can be the answer.
The Alaska Statewide Mentor Project has positive effects on the retention of new teachers and student achievement. What can other states take away from what Alaska is doing?
How does an eastern Washington high school build and retain an exceptional and diverse teaching staff despite challenges? Pasco High School Principal Raúl Sital shares his approach.
As school improvement evolves, what recent strategies should keep going strong?
For districts, what's the sweet spot for balancing school improvement decision making? This reflection process will help refine your approach.
Once you make gains in school improvement, how do you sustain them and keep going?
With ESSA placing states and districts in the driver’s seat when it comes to school improvement, what lessons can be learned from the School Improvement Grant (SIG) program?
With raising Oregon high school graduation rate a top priority, we asked Deputy Superintendent of Public Instruction Salam Noor a few questions on the direction that the state is taking to make progress in this area.
After fly fishing on Oregon's McKenzie River, Steve Fleischman connects his experience to the Every Student Succeeds Act and the practical choices educators make when determining how rigorous evidence should be when planning their school improvement efforts.
Oregon’s Education Innovation Officer writes about the necessity to improve the state’s graduation rate and a few of the promising practices that could help Oregon reach its goal.
With experience working to improve data use in two southern Oregon school districts, Guest Blogger Todd Bloomquist shares the questions that informed the process and takeaways for districts looking to improve the ways they use data to support student success.
Caitlin Scott writes on a new REL Northwest study that uncovers challenges faced by rural schools with School Improvement Grants and shows the promise of technical assistance when it comes to implementing evidence-based strategies.
Terri Akey writes about our work helping make data accessible and meaningful so that Alaska superintendents have a stronger, evidence-informed voice in setting education agendas.
Alaska's Superintendent of the Year breaks down the three principles that have helped shape his district: attention, building, and collaboration.
Steve Fleischman writes in praise of the new federal education law for its expansion of the use of evidence to drive school improvement.
Caitlin Scott writes about the difficulties rural schools might face when replacing principals and a concept she finds promising for engaging rural students.
Steve Fleischman reflects on how using research and evidence to provide an excellent education for every student was as important 50 years ago as it is today.
Danette Parsley writes about two exceptional schools in rural Oregon that are beating the odds through data use, high-quality instruction, community building, and strong leadership.
Malkeet Singh writes about the potential of the Common Core State Standards to improve outcomes for disadvantaged students and his own work in providing professional development to math teachers.
Rural schools around the country are challenged in hiring and keeping high-quality teachers. Many things contribute to this reality: Teaching in a rural and/or remote community can mean being geographically isolated, having fewer resources and colleagues, dealing with the sense of being an