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Professional Development Articles

Harvard ED News

Nov 21, 2019 jjamison
November 2019
Harvard EdCast: What Test Scores Actually Tell Us
As HGSE’s Andrew Ho reminds us, test scores aren’t — and shouldn’t be — the whole measure of academic achievement for kids. We spoke to Ho about how to look at data to get a more complete picture.
Uprooting Systemic Bias in Schools
The authors of Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism look at how educators can identify their own implicit biases — and how they can work to counter them.
Highlighting the Long-Term Impact of DACA
New findings from a seven-year study by Professor Roberto Gonzales show social mobility, professional opportunity, and increased wellbeing for DACA beneficiaries.
Remaking the Classroom — and the World
In Houman Harouni’s classes, power structures are questioned, discomfort is embraced, and even the act of teaching is subverted.
HEADLINES

Martin West Named to National Assessment Governing Board
West is among seven new members to the board overseeing The Nation's Report Card.

Harvard EdCast: The Actual Cost of College
Helping families get past the sticker shock and discover what they might actually pay for college.

Commemorating the Impact of Dean James Ryan
Memories, laughter, and renewed connections at the unveiling of Ryan’s official HGSE portrait.

IN THE SPOTLIGHT
Jarvis Givens
Jessica Lander, Ed.M.'15, and her students from Lowell High School in Massachusetts, brought their We Are America project to Gutman Libary on November 13.
DEPARTMENTS

PROGRAMS IN PROFESSIONAL EDUCATION

Certificate in Advanced Education Leadership
The Certificate in Advanced Education Leadership (CAEL), develops effective leaders who can drive transformational change. Led by HGSE faculty members, CAEL is designed for current and aspiring preK-12 leaders. Apply today for the February CAEL modules.


HARVARD EDUCATION PRESS

Natural Allies: Hope and Possibility in Teacher-Family Partnerships
By Soo Hong
In Natural Allies, Soo Hong, Ed.D.'09, offers a paradigm shift in how we think about family engagement with schools. Hong challenges the conventional depiction of parents and teachers as “natural enemies,” and shows how, through teachers’ initiative and commitment, they can become natural allies instead.

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