Teachers and leaders will deepen their knowledge of the Planning, Teaching, Observation, and Reflection teacher evaluation process and leave with a toolkit to strengthen their next evaluation experience.
On September 18-19, Erika Hunt and Lisa Hood attended the 2017 Annual Grantee Convening hosted by the W. Clement & Jessie V. Stone Foundation. The focus of the meeting was to discuss how to bring concepts of equity into our work.
In order to more effectively serve Illinois children and families, the State is aligning and transforming state and local systems to assure collective impact across service sectors.
Here is a roundup of some grants received by Illinois State faculty and staff.
The Education Commission of the States just announced a $13 million foundation-funded initiative to scale up practices that have been shown to dramatically increase college success for all students, but especially for underserved groups.
The research presented in this report is intended to lay the foundation for future exploration of incentives and potential revisions to existing loan forgiveness programs.
These learning opportunities have a two-fold purpose: 1) to grow leaders’ teacher evaluation and feedback skills and align the Danielson Framework components with principles of developmentally appropriate practice, and 2) inform PreK-3rd grade teachers about the Danielson Framework and how they can be collaborators in the teacher evaluation process.
College Changes Everything® is a College Access Movement initiated by the Illinois Student Assistance Commission.
The 2017 College Changes Everything Conference was held July 20 at the Tinley Park Convention Center, with record participation by over 500 attendees. Sponsored by the Illinois Student Assistance Commission (ISAC), the conference annually provides in-depth information and resources regarding post-secondary readiness, access and attainment. This year’s theme of equity focused on closing opportunity and achievement gaps, inclusivity, student engagement, and cultural responsiveness.
The logic was simple: if students know they will pay more per credit hour if they take excess credits more of them will graduate on time.
