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Professional Opinion

Paula Love, the “Funding Doctor,” brings decades of experience to developing grant strategies for state and local educational agencies, schools and institutions. She writes DA's monthly School Funding Report.

More than 50 percent of curriculum directors anticipate a significant conversion from print to digital materials within the next three years. And it appears this shift is about to get a big boost from the Every Student Succeeds Act.

Allison Stephens is a high school assistant principal near Philadelphia.

Teachers and administrators face tough challenges in education. Politicians are constantly trying to micromanage our practices, while accountability measures are abundant and budgets are tight. Coming to work isn’t always pleasant when it feels like the odds are stacked against us.

Miguel A. Cardona is co-chair of the Connecticut Legislative Achievement Gap Task Force and serves as assistant superintendent for the Meriden Public School System.

Efforts to address the achievement gap have taken an innovative path in Connecticut. In response to the call from legislatures disgusted with 25 years of NAEP data trends that showed little improvement in closing gaps, a task force was created to examine the disparities.

Barbara Blackburn is one of the nation’s foremost authors on student engagement and increasing rigor. Ronald Williamson is a professor of educational leadership at Eastern Michigan University.

Is there a motivation problem with teachers in your district? If so, you’re not alone. It’s a common problem, particularly once the school year is under way and there are multiple demands on teacher time.

Robert L. Urzillo is superintendent of the Blue Mountain School District in Pennsylvania.

The reform movement has been, and perhaps always will be, on-going.

We have witnessed the enactment of No Child Left Behind, which had the admirable goal of having all children read on grade level by 2014. That was followed by Race to the Top, another program that required standardized testing.

Michael B. Horn is a distinguished fellow at the Clayton Christensen Institute and an advisor to Intellus Learning. Julia Freeland Fisher is director of education research at the Clayton Christensen Institute.

Amidst the deluge of interventions—and despite noble intentions—we still lack a coherent, causal understanding of the mechanisms that can solve the achievement gap at scale. Unsurprisingly, efforts to close chronic achievement gaps continue to fall flat.

Joseph Renzulli is the director of the Neag Center For Creativity, Gifted Education, and Talent Development at the University of Connecticut.

Applying the pedagogy of gifted education to all classrooms can lead to total school improvement. That is the aim of my work, an enrichment-infusion process called the “schoolwide enrichment model,” or SEM.

“Curricular infusion” simply means that we do not argue with the reality of today’s standards and test-driven approaches to school improvement. Rather, we examine materials and teaching strategies that can make the prescribed curriculum more interesting and enjoyable.

Wendy Robinson is superintendent of the 31,000-student Fort Wayne Community School District in Indiana.

Public school leaders have grown accustomed to the ground shifting beneath their feet. The one constant we could always rely on was this: Come fall, students would be there, waiting. These days, though, even that’s not a given.

L. Rob Furman is principal at South Park Elementary Center in Pennsylvania.

With a windstorm of constant changes in education, are we forgetting some of the basics? I’m not talking about readin’, writin’ and ’rithmetic.

Have we, through the fog of technology and the pressures of highstakes testing, simply forgotten some of the basic concepts that veteran educators once took for granted?

Barbara Blackburn is one of the nation’s foremost authors on student engagement and increasing rigor. Ronald Williamson is a professor of educational leadership at Eastern Michigan University.

Effective professional development is an essential part of every school improvement effort.

Traditionally, the process has included workshops, seminars, courses and conferences. These types of activities have varied in terms of effectiveness and often are quite costly.

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