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
When schools get an influx of English learners, what can principals do to help ensure their academic success?
The Elementary and Secondary Education Act (ESEA) turned 50 on April 11, 2015. The law is our nation’s primary mechanism for distributing federal funds to schools and for guiding improvement efforts, especially in schools with high percentages of low-income students. I, too, turn 50 in 2015. As I
This blog post describes how a one-size-fits-all approach to school turnaround may be inappropriate — or even detrimental — to rural schools.
Four years ago, when I taught first-year composition at Portland Community College, I remember working hard to focus my class on topics I felt would interest my students: how experts achieve excellence in their chosen fields, for example, and how to balance work, school, and personal life. My
Welcome to the Oregon Leadership Network's monthly blog series. Topics relate to building the capacity of education leaders to sustain research-based equitable practices across Oregon’s P–20 education system. Learn more about the Oregon Leadership Network. In 2013, the Oregon Legislature made
My sister is about to become the first college graduate in our family, and we were chatting recently about the things that our future holds as well as our childhood. We were looking through some old baby pictures—cringe-worthy ones, may I add—and we started talking a lot about our upbringing. Both
Located on the Spokane Indian Reservation, the Wellpinit middle and high schools serve roughly 150 students in grades 6 through 12. When I started in September as a first-year principal, I was looking for a method to maximize results. I’d taught at Wellpinit for six years and saw that our teachers
As graduation draws near, Education Northwest would like to honor a group of exemplary students and future leaders from Pasco High School in Washington who met with us last year during a site visit. A minority-majority school, Pasco High promotes bilingual and biliterate education. Their culture is
I’m a researcher at Education Northwest. I’ve worked in district offices and parented six children who are now adults, so for both personal and professional reasons, I have a long interest in helping young people succeed in school. The part of my job that I enjoy the most is producing results that
In our region—Alaska, Idaho, Oregon, Montana, and Washington—young people between the ages of 13 and 17 are more than twice as likely to be foreign-born immigrants than children from birth to the age of 12. Oregon and Washington have the greatest concentration of immigrant adolescents, where there
Recognition is growing that school factors play a role in student success. One of the key school factors is the principal, and many believe that the success of principals is related, in part, to their educational background and professional experience. However, district leaders don’t have all the
Hafa Adai roughly translated means hello in the Chamorro language. As the director of Education Northwest’s Equity Assistance Center, I recently journeyed to the beautiful island of Guam to provide technical assistance to public and private school teachers, counselors, administrators, and other
Collective impact initiatives thrive on meaty problems—problems worth the attention, energy, and resources of the community that cannot be solved by the efforts of single organizations or sectors. At Education Northwest, we are currently working with three communities in Montana that formed
Since this post appeared in March, 2015 as part of our series on collective impact, the Institute for Youth Success has joined Education Northwest to better support youth-serving agencies in Oregon and across the region. Collective impact initiatives have data at the core of their efforts to
Welcome to the Oregon Leadership Network's monthly blog series. Topics relate to building the capacity of education leaders to sustain research-based equitable practices across Oregon’s P–20 education system. Learn more about the Oregon Leadership Network. Prologue “They’re just not out there.
This blog post comes from 90% by 2020, a broad partnership promoting student success in Anchorage, Alaska, and continues our March series on collective impact—an approach that mobilizes the community to form a long-term and permanent solution to a societal problem. See our news article about 90% by
I was excited to read Thomas J. Kane’s March 5, 2015 piece for the Brown Center on Education Policy at Brookings on how to promote improvement in education. He had my attention from the title onwards, “Frustrated with the pace of progress in education? Invest in better evidence.” As someone who has
Educators and community members often view evaluation in the same way as they think of the work of Dr. “Ducky” Mallard, the fictional medical examiner on the popular TV series, NCIS. While viewers may think that what Ducky does is important—examining corpses to determine their time and cause of
Jerry Colonna's blog post kicks off our March series on collective impact—an approach that mobilizes the community to form a long-term and permanent solution to a societal problem. Subscribe to our blog so you never miss a post. As Oregon starts a new legislative session, I am encouraged that