Events

Using the C3 framework developed for teaching social studies and civics with the Common Core, this workshop will investigate the use of inquiry lessons to teach the theme of voting rights.

In this workshop, Matt Di Carlo discusses the strengths and weaknesses of value-added models, with a particular emphasis on their use in teacher evaluations.

Improvement is as much about the capacities of educators and school leaders (human capital) as it is about the capacities and resources that are created between them (social capital) at all levels of the school organization and broader school system.

Speakers will discuss campaigns to organize the workers of Walmart, in the United States and in China. They include Han Dongfang, Nelson Lichtenstein, Ph.D., Yi Duan, and Emily Stewart.

Co-sponsored by the Albert Shanker Institute, the American Federation of Teachers, the American Public Health Association, and the National Association of School Nurses.

Speakers: Sen. Elizabeth Warren, Sara Goldrick-Rab, Beth Huang, Zakiya Smith; Moderator: Mary Cathryn Ricker.

A panel sponsored by the Albert Shanker Institute at the Fighting Inequality Conference at Georgetown University.

Is there a way for education and economic policy to escape from the paralyzing dynamic of political polarization that has confounded progress on so many issues?

A robust and vibrant public square is an essential foundation of democracy. It is the place where the important public issues of the day are subject to free and open debate, and our ideas of what is in the public interest take shape.

In an era of growing racial and class segregation in American education, what must be done to provide every student with a genuine opportunity to learn?

Co-sponsored with the American Federation of Teachers and held the second Wednesday of every month during the school year, this series is designed to engender lively and informative conversations on important educational issues. We invite speakers with diverse perspectives.

How do we teach discipline and maintain order, while protecting against the effects of persistent, unconscious biases? How do we ensure that schools are warm, welcoming, fair, and effective in the treatment of all students?

Teaching and learning are not primarily individual accomplishments but rather social endeavors that are best achieved and improved through trusting relationships and teamwork. Yet, most policies focus on improving the individual capacities of teachers. What is to be gained from approaches that strike a balance between human and social capital?

There is concern that, as the U.S. population and student body is growing more racially and ethically diverse, the teacher workforce does not yet reflect this diversity. In fact, diversity should go beyond having more black and brown teachers in front of students. Diversity is also about equipping all teachers (regardless of race) to work with heterogeneous classrooms and diverse schools. Watch the video.

Elected officials seeking to diminish the pensions of public sector employees have argued that they are responding to a fiscal crisis. Is this crisis real or contrived?

The basic provisions of Title I have barely changed in 50 years, and neither has the persistent inequality of educational opportunities offered to poor children. What more should Congress do?

This conference examines new thinking and new initiatives in labor organizing, viewing them critically in the light of ongoing union imperatives of cultivating member activism and involvement, fostering democratic self-governance and building the collective power of working people.

The emergence of the global knowledge economy has revolutionized the nature of work in America – for the worse.

After Bob Herbert filed his last New York Times opinion column in 2011, he set off on a journey across the country to report on Americans who were being left behind. The portraits of those he encountered fuel his new book, Losing Our Way.

This panel will examine the terrain of teacher compensation from a number of different perspectives, offering their recommendations on what a good compensation policy would entail.

From a variety of different perspectives, our panel will address two vital questions: What are the systemic causes of this mismatch of educational resources and educational need? What policies could be adopted to remedy this mismatch, and attract experienced, accomplished teachers into schools with high educational need?

This book follows the author through his coming-of-age story, beginning as a naïve young man growing up in the drug-tainted, community-centered projects of the Lower East Side of Manhattan, and continuing through his struggles to mature and give back through a career teaching middle school math.

Twelve years after the passage of No Child Left Behind and five years into Race to the Top, America finds itself in a ‘test and punish’ system of school accountability that poorly serves the nation and its students.

Sponsored by the Albert Shanker Institute and the American Federation of Teachers, this conversation series is designed to engender lively and informative discussions on important educational issues.