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National Newsletter

A note from Education Evolving

Some said this week that the “system finally worked,” that justice was served.

But the system does not work. In the time since George Floyd’s murder how many other Black lives have been lost? A system that works is not one that serves one murder conviction in 2000 cases, but one in which no lives are lost.

While our community breathes a sigh of relief, we do so with guarded hope. Because we’re a part of that system. Institutional racism is not unique to policing but a persistent menace in society and especially in education. We’re committed to dismantling that system, and building an equitable, student-centered future for our young people.

We need to ask now: how are we talking to children about this pain and sadness, in our homes and in our schools? And perhaps more importantly: how are we cultivating their joy and honoring their humanity?

Today we still mourn for George Floyd and his family.

And we keep moving. For our children, and for their future.

Ready for the Challenge: new blog series highlights the resilience of student-centered schools in the pandemic

The last year has been deeply challenging. As schools shifted to distance learning, some embraced that, now more than ever, we need student-centered learning approaches.

In this new blog series, Education Evolving will hold up stories of these student-centered innovators. We hope their lessons learned will help others wanting to use this period of disruption to pivot their schools toward a more student-centered future.

The first school profiled is teacher-powered UCLA Community School, where acknowledging and celebrating students’ shared humanity matters just as much as attending to individual differences—especially in a global pandemic.

Read the profile of UCLA Community School

Professional learning experience for school leaders

Project I4 is looking for equity-minded school leaders (principals, APs, instructional coaches, and district leaders) to join their next cohort.

This national professional development Micro-credential focuses on developing the capacity for school leaders to affect change in STEM classrooms through evidence-based observations and collaborative conversations.

Participants engage in a one-week immersive learning experience in July and continue with coach-supported job-embedded practices through the Fall semester. Program completers earn six doctoral-level graduate credits and a micro-credential badge.

Applications due April 30.

Learn more


The Teacher-Powered Schools Initiative is a project of

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