Leading the Future of Education Policy 3 Theories for Equity and Excellence NNSTOY National Conference July 16, 2017 Scott Palmer Managing Partner Education Counsel LLC

Hypothesis 1 This is a critical moment in education – of need, opportunity, transition, etc. Consensus goal to prepare each and every student for success in college, career, and life – with an array of knowledge and skills. This is an ambitious imperative. Longstanding inequities in education opportunity and outcomes paired with continuing demographic shifts increase the urgency for action. Growing consensus that achieving this goal will require fundamental shifts in teaching, learning, and supports – consistent with our increased understanding of the science of learning and development; research/evidence; and what it would mean/take to best meet the needs, interests, and abilities of each child. This calls for a new frame for education reform that is broader, deeper, more balanced, anchored in research and data, focused on equity, etc. – improving and adding to the current, dominant pillars of reform (and addressing counter-narratives). Biggest shift could be move from compliance to continuous improvement and learning systems…

Federal policy/ESSA could help advance these shifts Hypothesis 2 Federal policy/ESSA could help advance these shifts ESSA in One Slide: ESSA focuses on two big goals: (1) college and career readiness and (2) equity. ESSA then devolves authority toward states and districts to design key systems (standards, assessments, accountability, data reporting, school improvement, teacher and leader quality, etc.). Creates opportunities and risks. But ESSA requires those state and local actions to be aligned with CCR and equity goals; connected through evidence/research; deeply informed by stakeholder engagement and transparent data; and continuously reviewed and improved over time. Requires big shift in mindset from NCLB. From compliance toward learning systems

Federal policy/ESSA could help advance these shifts Hypothesis 2 Federal policy/ESSA could help advance these shifts 1965 – ESEA – War on Poverty 1983 – A Nation At Risk ~1990 – Rise of State Standards-Based Reforms 1994 – IASA – Loose-Loose Model 2001 – NCLB – Loose-Tight Model An incomplete history of federal education reform… 2015 –ESSA – Tight-Loose Model? ~2005 – Rise of State CCR Reforms 2011 – ESEA Waivers

Federal policy/ESSA could help advance these shifts Hypothesis 2 Federal policy/ESSA could help advance these shifts Our complex education ecosystem Federal National State District School/Leader Classroom/Teacher Policy Research Communications Politics Tools/Technology Practice Parents Students Community

At the center of this new frame must be great teaching and leading Hypothesis 3 At the center of this new frame must be great teaching and leading Evidence and experience tell us nothing matters more. No serious vision/model challenges this fundamental notion. But what must shift in teaching and learning to meet this moment of need and opportunity? For example, what would it take/do to: Design schools as engines of continuous professional learning? Design schools to personalize learning, advance SEAL, and address the effects of adversity? Make family engagement a force multiplier? Create birth-to-third grade systems of early learning? Ensure equitable access to great teaching and leading, rigorous courses, etc.? Turnaround low-performing schools? How can our most effective teachers help define these questions and answers?

scott.palmer@educationcounsel.com NNSTOY National Conference July 16, 2017 Scott Palmer Managing Partner Education Counsel LLC