The GSP Monthly Dispatch – September 2021

Welcome to the archive of The GSP Monthly Dispatch, our monthly roundup of upcoming events as well as fresh and insightful writing from our school coaches. Did you know you can get the Dispatch delivered to your inbox every month for free? All you need to do is sign up.

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September 2021

Welcome to the September issue of the GSP Monthly Dispatch! This month, we bring you:

  • Invitations to join our Principals’ Professional Learning Group, our Educational Equity Community of Practice, and our next discovery session on race and racism.
  • What a near-death experience taught one educator about the art of teaching, an introduction to our three new senior associates, and insights about summative vs. formative assessment.
  • The first in a new series of success stories, featuring Springfield Public Schools’ Portrait of a Graduate.
  • Our monthly Data Dialogue.
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Visit our event calendar for a full list of upcoming events.

Educational Equity Community of Practice

Join a group of educational leaders, teachers, and community members who want to form an online community to support their own work around ensuring equitable outcomes for all students.

Monthly, beginning September 21, 2021
Where: Virtual, via Zoom
Cost: $100-$500/person


Principals’ Professional Learning Group

Join us for our year-long Principals’ PLG. Together, we’ll learn from research, share dilemmas, examine work, and push and challenge each other.

Monthly, beginning September 23, 2021
Where: Virtual, via Zoom
Cost: $550/person


Teachers Talk: Race and Racism In and Out of the Classroom

Join us for an afternoon of robust conversation. We will lean into our own racial identities, learn about race and racism in America, and lead by committing to steps that challenge and change inequitable practices.

Date: October 28, 2021
Time: 1:00-4:00 PM ET
Where: Virtual, via Zoom
Cost: $150/person

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What the Deschutes River Taught Me About the Art of Teaching

By Adam Bunting

“Around how many students had I circled the rafts, promising some type of deliverance from the safety of shore, while perpetuating the gravitational pull of whatever rapid they were in? How often had I disempowered students with the intent to save them? And what did I teach in those moments?”

Read More

Meet José, Emily, and Gabriela: Our Newest Senior Associates

By Great Schools Partnership

“José, Emily, and Gabi bring new skills, insights, perspectives, and experiences to our organization; we couldn’t be happier or more thankful for who they are and the impactful work we know they’ll do here.”

Read More

Summative vs. Formative: From Binary Choice to Continuum

By Don Weafer

“As we move forward in schools that will include some measure of distance learning for the foreseeable future, we need to understand that all assessment is for learning. If it isn’t, then its purpose can only be for grading and sorting students.”

Read More

Success Story: Springfield Public Schools

The Great Schools Partnership is proud to announce a new series called Success Stories, which lifts up the impactful work done by our partner schools. These stories are intended to honor educators who are working so hard for justice, equity, and high-quality education in their school communities; we also hope these stories inspire other schools or districts to undertake improvement efforts leading to educational equity.

First up, Springfield Public Schools (SPS)! Learn how SPS brought together a diverse group of educators, students, and community members to design a collective vision of the skills and attributes their students needed to find success in college and in their future careers.

Get Report
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Over the last decade, college enrollment rates in New England have risen by about 5 percentage points. Access to and success in college, however, varies for different student subgroups.

For example, college enrollment rates for students without disabilities increased by 4 percentage points between 2009 and 2019, while the enrollment rate for students with disabilities shows an increase of 10 percentage points. But for the high school graduating class of 2019, only 44% of students with disabilities enrolled in college as compared to 71% of students without disabilities, a 27 percentage point gap.

These disparities continue with college persistence and completion rates. The college persistence gap by student disability status stands at 14 percentage points for students who entered college in 2018, with just 68% of students with disabilities persisting into their second year as compared to 82% of students without disabilities. Moreover, students with disabilities in New England complete college at a rate of 40%; this is 27 percentage points lower than the college completion rate for students without disabilities.

These data are part of the Common Data Project 2020 Annual Report.

Get Report

Thanks for reading! See you next month.

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