learning design
Developing Purposeful Peak Performers
By: Tim Klein It was at mile 16 of the Boston Marathon that I “hit the wall.” My entire body was giving out on me and I wanted to quit. I had started the race strong, passing hundreds of other runners. Now, runners on both sides were effortlessly passing…
Portrait of a Graduate: 5 Things to Keep in Mind
By: Angela Duffy A truly student-centered school design process demands that educators form a deep understanding of the students and communities they plan to serve, including the goals and aspirations of students. In Springpoint’s work with school designers nationally, we ask partners to work with students to develop a joint…
The Evolving Role of School Scheduling
By: Erin Werra. As we gaze into the future of K12 education, what scheduling changes do we see budding? How are these changes affecting the health of kids—and the community?
Getting Started with Design Thinking
The Getting Smart Staff has assembled articles, podcasts and case studies to help you and your community get started with design thinking.
Getting Started with High School Redesign
Thinking about high school redesign? We've assembled a great reading list to get you started.
Microsoft Flagship Schools: Transforming Education From The Ground Up
This fall 17 schools throughout the world will embark on a collaborative journey to “transform education from the ground up.” Learn more here.
101 Top School and Charter Networks
School networks are one of the most important innovations in the modern era of U.S. K-12 education. This list recognizes 101 great school networks that have achieved scaled impact to improve education for millions of children.
Instruction-Driven Scheduling: Using Time as a Powerful Resource
By: Horace Williams and Melanie Pondant. Re-envisioning the resources available to our district opened up insightful opportunities to improve teaching and learning in our district without becoming bogged down in budget constraints. Learn more here.
Calibrating District-Level Innovation
By: David Adler. Research shows that professional development that builds cultures of practice must place a heavy emphasis on teachers collaborating and talking about their practices, beliefs, and attitudes. Here, we look at some good ways to do just that.
Because Being a “Good School” Isn’t Good Enough
By: Andrew Rubin. We instinctively tend to think that schools with big problems require major turnarounds, and that schools that operate smoothly and successfully - the typical “good school” - only need minor course corrections each year. The first part may be true. The second part isn’t.