REL Southeast Director’s Email—April 2023

Note that competency-based education or CBE is often used as a rationale for increase corporate ed tech involvement in schooling.  In fact, those of us who have been around for a while remember the transition that iNACOL/Aurora Institute went through when they reached what many of us saw as the near maximum level of expanding the corporate involvement directly in online and blended learning, and they transitioned more towards the personalized learning and CBE to open up new avenues for their corporate clients.

View this email in your browser

REL Southeast Director’s Email

April 2023 Greetings from the REL Southeast, Competency-based education (CBE) is an approach to teaching and learning that focuses on mastery of specific skills and knowledge rather than traditional measures of academic progress such as time spent in a classroom or grades earned on tests. CBE can help support student achievement by providing a personalized, clear, and flexible approach that promotes real-world application. Social and emotional learning (SEL) helps students develop the necessary skills to succeed in a CBE environment by focusing on building social and emotional competencies including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills help students develop their ability to communicate effectively, manage their emotions, build positive relationships, and make responsible choices.1 This month, REL Southeast would like to encourage practitioners to learn more about CBE and SEL by exploring resources the Institute of Education Sciences has produced around these topics. We hope you find these materials informative and useful, and as always, thank you for helping to improve educational outcomes for every student in our region. With gratitude, Dr. Nicole Patton Terry Director, REL Southeast 1 Kendziora, K., & Yoder, N. (2016). When Districts Support and Integrate Social and Emotional Learning (SEL): Findings from an Ongoing Evaluation of Districtwide Implementation of SEL. Education Policy Center at American Institutes for Research. http://educationpolicy.air.org/ North Carolina Competency-Based Education Partnership This blog post from REL Southeast defines CBE as a personalized learning model and describes the work being conducted by the North Carolina Competency-Based Education Partnership around the topic. Click here to read the blog. Competency-Based Education Framework Series   CBE Defined In this video, we share the North Carolina Research Alliance’s definition of Competency-Based Education (CBE) and an overview of the CBE Mastery Framework. The video also identifies the benefits of CBE over the traditional model, including increased flexibility, improved engagement of students, more authentic assessments and grades, and student ownership of the learning process. This video will appeal to anyone who is interested in getting a general understanding for what CBE is and the benefits of the model. Click here to watch the video. CBE Structure This video highlights the role of administrators at the state, district, and school levels in putting elements in place that allow for CBE implementation. State, district, and school administrators tend to have the most control over the structure elements that cultivate and promote CBE, from employing an appropriate learning management system to creating a conducive school schedule. This video also features administrators who are implementing CBE. Click here to watch the video. CBE Culture School leaders play a key role in setting the vision and creating the culture within a school. This video features school principals who have shifted their school’s grading practices from a traditional letter-grade system to a CBE mastery-based grading protocol to understand how key cultural elements were addressed. Click here to watch the video. CBE Learning A foundational concept of CBE is a student-centered approach to learning. This video contains conversations with students at various grade levels who have taken ownership of their learning and begun to advocate for their learning within a CBE classroom. Click here to watch the video. CBE Teaching Instruction in a CBE environment focuses on each student’s ability, learning style, and learning pace and shifts from teaching to facilitating. This video focuses on the elements contained within the teaching dimension, including teachers as facilitators or coaches, personalized learning, tools and resources for teaching, content expertise, curriculum design, and assessment design and use. Click here to watch the video. Competency-Based Education Mastery Framework The CBE Mastery Framework defines key components within an authentic CBE environment across the dimensions of Structure, Culture, Teaching, and Learning. Click here to explore the framework. A Review of Instruments for Measuring Social and Emotional Learning Skills Among Secondary School Students This resource, developed by the Regional Education Laboratory Northeast & Islands in collaboration with its Social and Emotional Learning Alliance, presents social and emotional learning instruments and the reliability and validity information available for those instruments. Specifically, this resource indicates whether psychometric information was available for reliability and seven components of validity–content, substantive, structural, external, generalizability, consequential, and fairness. Click here to explore the tool. A Review of the Literature on Social and Emotional Learning for Students Ages 3–8: Characteristics of Effective Social and Emotional Learning Programs This four-part series of related reports examines what is known about social and emotional learning (SEL) programs for students ages 3-8. The report series addresses four issues raised by the REL Mid-Atlantic Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4) and identifies key components of effective SEL programs and offers guidance on selecting programs. Click here to explore the series.

You are receiving this email because you opted in at our website or provided your information at a REL Southeast sponsored event. Our mailing address is: REL Southeast at Florida State University 2010 Levy Avenue Suite 100 Tallahassee, FL 32310

REL Southeast Director’s Email—February 2023

No K-12 distance, online, and/or blended learning items in this REL newsletter, but the webinars below may be of interest to some folks.

View this email in your browser

REL Southeast Director’s Email

February 2023 Greetings from the REL Southeast, Researchers at the U.S. Department of Education Office for Civil Rights have established that racial and ethnic minorities, children from low-income backgrounds, and children who are not proficient in English, oftentimes do not have the same educational opportunities as their counterparts who are White, from higher income backgrounds, and are proficient in English. These contrasting opportunities and resulting experiences have contributed to significant racial, economic, and English language achievement gaps,1 which may have been worsened by the COVID-19 pandemic.2, 3 RELs play an important role in addressing disparities in student achievement, both by contributing to research on how experiences within the country’s education system differ by context and student group, thereby impacting outcomes, and by identifying potential solutions to prevent inequities and promote student success. This month, we’d like to share several resources that approach educational equity from a variety of stakeholder perspectives. We hope you find these materials informative and useful, and as always, thank you for helping to improve educational outcomes for every student in our region. With gratitude, Dr. Nicole Patton Terry Director, REL Southeast 1 Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., Smith, M., Bullock Mann, F., Barmer, A., and Dilig, R. (2020). The Condition of education 2020 (NCES 2020-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144. 2 Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss – disparities grow and students need help. McKinsey & Company. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help. 3 Ibid. Creating Culturally Affirming Spaces Webinar Series In this two-part series, presenters and practitioners discussed the practical knowledge and leadership skills necessary to begin creating culturally affirming spaces to make schools more safe and supportive environments for culturally, linguistically, and gender-diverse students. Webinar 1: Creating Culturally Affirming Spaces: School and Classroom Practices The first webinar expanded knowledge and provided practical, evidence-based examples of systems, policies, and practices that are culturally affirming—what they are and what they are not—to inform instruction, school climate-related practices, and everyday decisions that shape the academic and social-emotional well-being of students and their families. Click here to watch the archived webinar and explore resources. Webinar 2: Creating Culturally Affirming Spaces: A Systems Orientation The second webinar expanded on how culturally responsive strategies can be used to support academic and social and emotional development, and participants learned about evidence-based systemic leadership approaches and strategies for implementing culturally affirming environments. Click here to watch the archived webinar and explore resources. Career and Technical Education (CTE) Data in Oregon: Using CTE Data to Identify Equity Gaps in Oregon and Strategies for Closing Equity Gaps in CTE In collaboration with the Oregon Graduation and Postsecondary Success Alliance, REL Northwest held a series of trainings to support district leaders and CTE instructors in Oregon by increasing their understanding of CTE participation, concentration, and persistence rates of students in their districts, with a focus on special populations of students as defined in the reauthorization of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). Click here to watch the presentation and explore resources. Advancing Equity: Five Districts Focus on Improving Outcomes of Black and Latinx Students This blog post from REL West discusses the Equity in Action project, created to increase the safety, well-being, and engagement of Black and Latinx students and their families. The post details the project’s origins, outlines project activities, and notes positive takeaways. Click here to read the blog post. Culturally Responsive Assessment: Goals, Challenges, and Implications This infographic outlines key components of a culturally responsive pedagogy, including cultural sensitivity, relevancy, responsiveness, and sustainability, and presents considerations for designing and selecting culturally responsive assessments. Click here to explore the infographic. Improving and Diversifying the Teacher Pipeline This webinar highlighted research takeaways and actionable strategies to help states and teacher preparation programs to build stronger, more diverse teacher pipelines. REL Midwest shared key findings from the study Understanding the Teacher Pipeline for Indiana’s K–12 Public Schools. Presenters from state education agencies and teacher preparation programs reflected on the study findings, barriers to entering and completing educator preparation programs, strategies to improve equity, and strategies to support different affinity groups. Click here to watch the presentation and explore resources. Actionable district strategies to build a diverse teacher workforce and foster educational equity This blog post from REL Midwest discusses their Racine Unified School District in Wisconsin partnership project aimed at promoting strategies that can improve a district’s capacity to hire and retain Black teachers. The post details the project’s coaching activities and describes three best practices for implementing a cycle of continuous improvement. Click here to read the blog post.

You are receiving this email because you opted in at our website or provided your information at a REL Southeast sponsored event. Our mailing address is: REL Southeast at Florida State University 2010 Levy Avenue Suite 100 Tallahassee, FL 32310

The Latest News from REL Mid-Atlantic

An update from one of the RELs – with no specific K-12 distance, online, and/or blended learning items included.

Click here to view in browser January 2023

LATEST NEWS FROM THE DIRECTOR

I hope you all had some opportunity to relax, recharge, and enjoy time with family over the holiday break. Pressures on educators have been enormous in the wake of the pandemic… Read more from Brian Gill, REL Mid-Atlantic Director

FEATURED BLOG POSTS

Navigating New Waters: Focusing on Principals’ Health and Well-Being

The Next Frontier in School Accountability Measures: Improving Reliability and Subgroup Inclusion at the Same Time

UPDATES FROM OUR PARTNERSHIPS

Learn about what’s happening in our partnerships with DC Public Schools, the NJ Department of Education, the School District of Philadelphia, and the DE Department of Education.

LATEST PUBLICATIONS AND PRESENTATIONS

Read about data patterns and analyses of the rural education experience from the National Center for Education Statistics.

Connect With Us Please reach out anytime at RELmidatlantic@mathematica-mpr.com to share your ideas about important issues the REL Mid-Atlantic could address, request free technical assistance, or ask questions about how we can help you in your work. Follow us on Twitter @RELMidAtlantic! This work was funded by the U.S. Department of Education’s Institute of Education Sciences (IES) under contract 91990022C0012, with REL Mid-Atlantic, administered by Mathematica. The content of the newsletter does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.

REL Southeast Director’s Email—January 2023

No K-12 distance, online, and/or blended learning items in this REL newsletter.

View this email in your browser

REL Southeast Director’s Email

January 2023 Greetings from the REL Southeast, Today’s global information economy requires that students possess more advanced literacy skills than previous generations. However, improvements in the literacy development of older students have not kept pace with the increasing demands for literacy in the workplace or postsecondary educational settings. Data from the 2022 National Assessment of Educational Progress (NAEP) in reading reports that only 31 percent of eighth-grade students were able to perform at or above the NAEP Proficient level on the reading assessment, 3 percentage points lower than 2019 scores. To improve reading ability, students must refine and build upon their reading skills, and teachers of adolescents who struggle with reading should help them acquire more advanced skills. The REL Southeast has and continues to work with states, districts, and schools to support educators and help them achieve this goal. This month, we’d like to share resources regarding adolescent literacy that were designed specifically for classroom teachers, school leaders, and even parents and caregivers. We hope you find these materials informative and useful, and as always, thank you for helping to improve educational outcomes for every student in our region. With gratitude, Dr. Nicole Patton Terry Director, REL Southeast Improving Literacy in Mississippi –The Journey Continues  The Mississippi success story of improving the literacy skills of students in the early grades is widely known and well-documented. The state continues to focus on strong literacy instruction in grades K-3 but is also turning their attention to the next leg of their journey to improve the skills of ALL students, which is to address instruction in grades 4 and up. In this recent blog post, you’ll learn about the REL Southeast’s Mississippi Adolescent Literacy Partnership and the work they’re doing around the state to improve adolescent literacy skills and provide training to literacy intervention teachers. Click here to read the blog. Explore the Practice Guides discussed in the blog Teaching Secondary Students to Write Effectively Improving Adolescent Literacy: Effective Classroom and Intervention Practices Guide and Checklists for a School Leader’s Walkthrough during Literacy Instruction in Grades 4-12 This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4-12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. Click here to explore the tool. Literacy Tips for Parents of Adolescents This infographic provides several evidence-informed activities that parents can initiate at home to help ensure successful literacy outcomes for their adolescent students. Click here to explore the infographic.

You are receiving this email because you opted in at our website or provided your information at a REL Southeast sponsored event. Our mailing address is: REL Southeast at Florida State University 2010 Levy Avenue Suite 100 Tallahassee, FL 32310

Changing Schools | December newsletter

A newsletter from one of the RELs – no K-12 distance, online, and/or blended learning items in it.  But several items that readers might find useful all the same.

December 2022 A New Year’s resolution: Cultivating hope in the classroom As season’s greetings bring in choruses of hope for the holidays and new year, it seems like an ideal time to reflect on the power of hope for our students. As it turns out, research shows that hope is more than just a feel-good emotion: it’s actually a powerful mental state and predictor of student success. Of course, as I shared in a recent Educational Leadership column, simply hoping for something doesn’t make it so. Instead, as the late C.R. Synder observed in The Psychology of Hope, hope needs to be accompanied by two other powerful mental habits: willpower—the belief that we can achieve our goals, and waypower—the ability to chart a course to achieve our goals and take alternate courses of action when we encounter obstacles. Here’s the hopeful piece to all of this as educators. We can help our students cultivate their own sense of hope, through straightforward teaching strategies. We can, for example, help students set “quick win” goals (for example, “I will add better supporting details to my essay”) to help them develop willpower. And we can help them develop waypower by showing them how to create realistic plans for achieving their goals (“I’ll spend 20 minutes per day for a week quizzing myself on multiplication to see if I get better”). And perhaps most importantly, we can model for them how hopeful people turn the negative voices in our heads (“I’m no good at this”) into positive self-talk (“I’m not good at this yet.”) Perhaps the best thing about helping students cultivate hope is that, as the old adage goes, it springs eternal. Without hope, willpower, or waypower nothing is possible. But with all three, almost anything is possible for our students and ourselves. With that in mind, I hope that you all flourish in 2023, accomplishing whatever goals you may set out to achieve for yourself and your students. Bryan Goodwin, CEO, McREL International New & Noteworthy McREL blog series highlights key components from The New Classroom Instruction That Works Three effective teaching strategies to support equitable learning outcomes • Dr. Karen Baptiste and Michele Kimball explain how research finds these three strategies can help all students and share key takeaways for every educator looking to implement the strategies more intentionally in their classrooms. Planning for learning sets up students and teachers for success • When teachers are clear about what successful learning looks like and explicitly plan to emphasize students’ work and their successes, the outcomes for student learning are greatly improved, write Dr. Kristin Rouleau and Tonia Gibson. How The New Classroom Instruction That Works builds on past knowledge • Instructional expert Cheryl Abla shares how following the sequenced framework from the new book will celebrate teachers’ expertise and guide lessons in a more intentional, purposeful way—all with the goal of increasing student learning in a joyful environment. Hindsight is 20/20 Cheryl Abla joins other industry experts in answering a question from teacher and author Larry Ferlazzo for his EdWeek column: What advice would you give to yourself as a first-year teacher? At the top of Cheryl’s list is “be a warm demander.” Learn how this is accomplished and read her other advice here. Come learn with us! 2023 professional learning events Join our expert professional learning facilitators for a two-day in-person workshop in 2023 to gain practical insights on 14 evidence-based teaching strategies you can use in your classroom to help students make bigger gains in their learning. Drawing on findings from The New Classroom Instruction That Works, these engaging, interactive sessions will help you know when, why, and how to use these practices to help your students learn more, and how to adapt and align the strategies to your specific classroom contexts, goals, and planning. Learn more and register now: June 7­–8, 2023, in Denver, Colorado July 18–19, 2023, in Scotch Plains, New Jersey More in-person professional development dates and locations will be announced soon. Watch for them on our Events page. ICYMI: The New Classroom Instruction That Works is now available This new analysis of research on effective teaching-and-learning practices identifies 14 strategies for best first instruction in K-12 classrooms and provides insights and suggestions for how to best use them in the classroom. This resource draws on the latest and best evidence for improving student learning success. Order your copy of the book and our handy quick reference guide that shows how the strategies align with our six-phase model for student learning. Published in partnership with ASCD, the book is also available in the ASCD Bookstore and on Amazon. Research Roundup Google seeks to understand the future of education After conducting a study across 24 countries on the future of education, Google for Education in collaboration with research partners Canvas8 and the American Institutes for Research have released reports highlighting the first two parts of the study. The first part focuses on preparing for a new future by interviewing educators about how and why they’re rethinking the role of education, including sections on rising demand for global problem solvers, changes in worker skillsets, and a shift to a lifelong learning mindset. The second part examines how technology advances are impacting how we teach and learn, with an emphasis on a more personal approach to learning while reimagining and elevating the roles of teachers. How do rural schools implement positive behavioral supports? In a Rural Special Education Quarterly article co-authored by McREL’s Dr. Erin Chaparro, the implementation of Positive Behavioral Interventions and Supports (PBIS) in over 6,000 schools reported that rural schools took longer to achieve higher fidelity levels of Tier 2 and Tier 3 systems than in city and suburban schools. The growth-mindset debate intensifies In the course of three weeks,Psychological Bulletin published two meta-analysis reports about the impacts of teaching that anyone’s intelligence can be improved through hard work, the concept behind “growth mindset.” The problem? The studies found conflicting results. Now the studies, the researchers, the data analysis, and the very definition of intelligence are all being debated. This Hechinger Reportarticle breaks down the discussions surrounding growth mindset training and if it helps pupils, particularly low-achieving and disadvantaged students. High school teachers also benefit from later school starts Turns out it’s not just adolescents who appreciate a later start to the day. Secondary teachers in schools that moved to a later start time reported sleeping longer (22 minutes, on average), and may be less stressed and more effective due to the extra sleep, a new study suggests from a team of researchers led by Kyla Wahlstrom from the University of Minnesota. This is good news as teachers tend to have less-than-ideal sleeping habits, according to an article from EdWeek, which summaries the findings. Grant Opportunities McREL can be a strategic thought partner for your district or agency on these grants, helping you develop a high-quality application. We can also often serve as your grant’s external evaluator. Contact us for more information about our grant partnership services. Common abbreviations: institutions of higher education (IHEs); local education agencies (LEAs); and state education agencies (SEAs) Advancing Informal STEM Learning (AISL) > Agency: The National Science Foundation (NSF) > Program goal: To fund research and practice, with a continued focus on investigating a range of informal science, technology, engineering, and math (STEM) learning experiences and environments that make lifelong learning a reality. > The ask: This program seeks proposals that center on equity and belonging, and further the well-being of individuals and communities who historically have been and continue to be excluded, underserved, or underrepresented due to gender, race, ethnicity, sexual orientation, disability status, neurodiversity, geographic location, and economic status, among others, as well as their intersections. NSF encourages proposals that specifically focus on public engagement with an understanding of STEM, including community STEM; public participation in scientific research; science communication; intergenerational STEM engagement; and STEM media. > Project types: The program supports five types of projects with varying grant values and durations: 1. Synthesis ($100,000–$500,000 across two years) 2. Conferences ($75,000­–$250,000 across two years) 3. Partnership Development and Planning ($50,000–$150,000 across 1–1 ½ years) 4. Integrating Research and Practice ($250,000 to $2 million across two to five years) 5. Research in Support of Wide-reaching Public Engagement with STEM ($1 million–$3.5 million across two to five years) > Applications are due Jan. 11, 2023. > Learn more here  Improving Undergraduate STEM Education: Education and Human Resources (IUSE:EHR) > Agency: National Science Foundation (NSF) > Program goal: To promote novel, creative, and transformative approaches for generating and using new knowledge about science, technology, engineering, and math (STEM) teaching and learning to improve STEM education for undergraduate students. > The ask: The program will support projects from IHEs and associated organizations that 1. Adapt, improve, and incorporate evidence-based practices into STEM teaching and learning; 2. Lay the groundwork for institutional improvement in STEM education; and 3. Have a high potential for broader societal impacts, including improved diversity for students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that better meet students’ changing needs, and projects that promote institutional partnerships for collaborative research and development. This program also encourages the replication of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings. IUSE:EHR especially welcomes proposals that will pair well with the efforts of NSF INCLUDES to develop STEM talent from all sectors and groups in our society. > Project types: The program features two tracks: 1. Engaged Student Learning (ESL), which has three levels: Level 1 (up to $400,000 across three years), Level 2 (up to $750,000 across three years), or Level 3 (up to $2 million across five years) 2. Institutional and Community Transformation (ICT), which has a Capacity-Building option (up to $200,000 for a single IHE or $400,000 for a multi-IHE proposal across two years) and two levels: Level 1 (up to $400,000 across three years) or Level 2 (up to $2 million across five years) > Applications for ESL Level 1 and ICT Capacity-Building and Level 1 proposals are due Jan. 18, 2023; ESL Levels 2 and 3 and ICT Level 2 proposals are due July 19, 2023. > Learn more here Mental Health Service Professional (MHSP) Demonstration Grants > Agency: U.S. Department of Education > Program goal: Provide funding for projects that support and demonstrate innovative partnerships to train school-based mental health services providers for employment in schools and LEAs, with a goal to increase the number and diversity of high quality, trained providers available to address the shortages of mental health service professionals in schools served by high-need LEAs. > The ask: The partnerships must include: 1. One or more high-need LEAs or a SEA on behalf of one or more high-need LEAs; and 2. One or more eligible IHEs, as well as provide opportunities for postsecondary education graduate students in school-based mental health fields to be placed into high-need schools served by the participating high-need LEAs to complete required field work, credit hours, internships, or related training, as applicable, for their degree or credential program. In addition, grantees may develop mental health career pathways as early as secondary school, through career and technical education opportunities, or through paraprofessional support degree programs at local community or technical colleges. > Project types: Grant awards under this program can be for up to $1.2 million over five years. > Applications are due Jan. 27, 2023. > Learn more here School-Based Interventions to Promote Equity and Improve Health, Academic Achievement, and Well-Being of Students > Agency: Centers for Disease Control (CDC) > Program goal: This cooperative agreement program aims to protect and improve the health and well-being of school-age children in underserved and disproportionately affected communities. > The ask: Funded recipients are expected to use the Whole School, Whole Community, Whole Child model to establish key partnerships to support school health programs; promote dissemination and implementation of CDC school health guidelines, tools, and resources through professional development and technical assistance; and use action planning to implement physical activity, school nutrition, and evidence-based school health services policies, practices, and programs within SEAs and LEAs, schools, and out-of-school time settings. Expected outcomes to be achieved include: 1. Increased numbers of schools with an action plan based on the completion of CDC’s School Health Index; 2. Increased implementation of Comprehensive School Health Activity Programs; 3. Increased school nutrition and security policies and practices; 4. Increased school-based health services that support students with chronic health conditions; and 5. Increased physical activity, healthy dietary behaviors, and self-management of chronic conditions among students. > Project types: Awards are anticipated to be made to 16 recipients for up to $2.1 million over five years (max $425,000 per year). > Applications are due Feb. 11, 2023 > Learn more here Experiential Learning for Emerging and Novel Technologies (ExLENT) > Agency: National Science Foundation (NSF) > Program goal: Fund cross-sectoral partnerships in providing inclusive experiential science, technology, engineering, and math (STEM) learning opportunities that are designed to provide cohorts of diverse learners with the crucial skills needed to succeed in emerging technology fields and prepare them to enter the workforce ready to solve our nation’s most pressing scientific and societal challenges. > The ask: Experiential learning activities can range from fully immersive experiences, such as internships, to extensive course-based activities that are constructed by (or driven by) workplace partner input to approximate real-world, “learning-by-doing” experiences. Furthermore, the program will directly support NSF’s priority to build a diverse workforce in emerging technologies, accelerate the nation’s innovation capacity, and assure the nation’s competitiveness in STEM. > Project types: The program supports three application tracks for approximately $1 million across three years: 1. Pivots 2. Beginnings 3. Explorations > Applications for the Pivots and Beginnings tracks are due March 2, 2023; applications for all three tracks are due Sept. 14, 2023. > Learn more here We’re Hiring! We’re expanding our team of educators, researchers, project managers, and communicators to provide supports and services to more schools, districts, and education agencies. Interested in joining our team? Check out our current openings on the McREL careers page: Research Associate (Honolulu preferred, but Denver & Remote being considered) Qualitative Researcher(Honolulu preferred, but Denver & Remote being considered) Quantitative Researcher (Honolulu preferred, but Denver & Remote being considered) Mixed Methods Researcher (Honolulu preferred, but Denver & Remote being considered) Contact Us Today Learn more about how our coaching, professional learning, and analysis services can help your school or system reach its goals. Contact us today to start a conversation with our development team. Bookstore | News | Careers | Learn Online | Free Resources follow on Twitter | friend on Facebook | forward to a friend Copyright © 2022, All rights reserved.Our mailing address is: 4601 DTC Blvd., Suite 500 Denver, CO 80237 View online