Joe Siedlecki

Education testing: Assessment OF learning versus assessment FOR learning

Asssessment for learning is an ongoing process.

May 10, 2012
by Joe Siedlecki

What we should really be talking about is assessment as learning – a process where students are aware of their own learning objectives and where teachers assist students in their individualized learning paths. Read more

Teacher training programs: What teachers want

May 9, 2012
by Joe Siedlecki

Without adequate training in assessment, teachers face challenges meeting the demand to differentiate instruction for each student at his or her level. Read more

Measurement mania: Here to stay until we agree on a clear definition of “teaching”

April 9, 2012
by Joe Siedlecki

It’s time to stop couching basic techniques as new initiatives to be debated, interrogated and viewed with suspicion. Serious efforts at school reform demand that we accept practices like data-driven instruction and formative assessments as standard operating procedure. Read more

Ed-Tech: The market exists; cross-platform compatibility is lacking

Without the right technology infrastructure, investments in innovative new tools won't pay off.

March 22, 2012
by Joe Siedlecki

Education leaders must ensure that they have the plumbing in place to handle powerful new data and content tools. Otherwise, they run the risk of investing in tools and data sets that can’t communicate or connect with one another. Read more

Are education schools giving teachers the data skills they need? A new report casts doubt

March 13, 2012
by Joe Siedlecki

In the face of new state laws requiring that educators be held accountable for student performance data, shouldn’t schools of education and policy makers make every effort to ensure teachers are trained to use data to close student learning gaps? Read more

How can data change education? Better research will point the way

March 12, 2012
by Joe Siedlecki

The Spencer Foundation's recent initiative to kick start research into teacher's use of data seeks to take the data-in-education discussion beyond the “here's-the-data-now-improve” line of thinking. Read more

DC’s performance management framework: A national model for charter school accountability

March 1, 2012
by Joe Siedlecki

Since 2009, the DC Public Charter School Board has closed 14 low performers. The board is now moving on to the next frontier: Coupling closure with the creation of new, better schools, streamlining the process for high performing schools to replicate and expand, and ensuring those schools grow into the neighborhoods most in need. Read more

Principal training: The missing link in effective data use in schools?

School leaders need training in performance-driven education

January 31, 2012
by Joe Siedlecki

Even if teachers understand how to use data to improve learning, they need a school leader to create a collaborative culture around its use. Read more

Innovation or accountability? Do we have to choose?

December 11, 2011
by Joe Siedlecki

Because of the limited way we, as a nation and as a sector, currently measure quality and enforce accountability, education reform efforts too often fall cleanly on one or the other side of a bright line. But that tradeoff – innovation vs. accountability – ultimately hurts kids. Read more

Charters without contracts: Authorizers get an “F” on quality assurance

December 6, 2011
by Joe Siedlecki

Authorizers’ failure to fulfill key aspects of their charge – to not only issue charters, but to evaluate school performance, close poor performers and replicate high performers – shortchanges parents, communities, children and the school reform movement overall. So how can we rectify the situation? Read more

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Program and Policy Officer, US Education

Posts by Joe Siedlecki

Education testing: Assessment OF learning versus assessment FOR learning

Teacher training programs: What teachers want

Measurement mania: Here to stay until we agree on a clear definition of “teaching”

Ed-Tech: The market exists; cross-platform compatibility is lacking

Are education schools giving teachers the data skills they need? A new report casts doubt

How can data change education? Better research will point the way

DC’s performance management framework: A national model for charter school accountability

Principal training: The missing link in effective data use in schools?

Innovation or accountability? Do we have to choose?

Charters without contracts: Authorizers get an “F” on quality assurance

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