E3 Alliance approved for Texas Education Agency grants

As teachers and school leaders await the forthcoming 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺 & 𝗔𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝗥𝗲𝘃𝗶𝗲𝘄, and reflect on the relationship between curriculum, attainment and pupil engagement (see excellent recent pieces by Alex Crossman FRSA FCCT and Rebecca Boomer-Clark), it felt particularly timely to open the new series of expert webinars forming part of the Colyton Foundation’s 𝗟𝗲𝗮𝗱𝗶𝗻𝗴 𝗛𝗶𝗴𝗵 𝗔𝘁𝘁𝗮𝗶𝗻𝗺𝗲𝗻𝘁 Programme with a session on curriculum – led by the brilliant Jon Hutchinson, Reach Foundation Regional Director and one of the architects of the Review itself. 💡 𝗞𝗲𝘆 𝘁𝗮𝗸𝗲𝗮𝘄𝗮𝘆𝘀 𝟭. 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺 𝗰𝗼𝗵𝗲𝗿𝗲𝗻𝗰𝗲 – 𝘄𝗶𝘁𝗵𝗶𝗻 𝗮𝗻𝗱 𝗮𝗰𝗿𝗼𝘀𝘀 𝗽𝗵𝗮𝘀𝗲𝘀 KS3 is a pivotal stage: research shows it’s where engagement and attainment most often dip for disadvantaged pupils. But how much do we, as secondary curriculum leaders, really know about the knowledge our students bring from primary school? Are we – unintentionally – contributing to that KS3 dip through a lack of challenge or continuity? 𝟮. 𝗖𝗵𝗶𝗹𝗱𝗿𝗲𝗻 𝘄𝗮𝗻𝘁 𝗰𝗵𝗮𝗹𝗹𝗲𝗻𝗴𝗲! Pupils thrive when they’re stretched and inspired – not when expectations are lowered. Challenge communicates belief in their potential and reignites engagement. 𝟯. 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺 𝗯𝗮𝗰𝗸𝘄𝗮𝗿𝗱𝘀 𝗽𝗹𝗮𝗻𝗻𝗶𝗻𝗴 Start from the end: build your curriculum backwards from what a successful undergraduate looks like in your subject, and define the stepping stones that lead there. This approach secures coherence, challenge and high expectations for all – and places the unique nature of each subject discipline at the centre of curriculum thinking, creating a shared professional understanding of what our students have the right to achieve. 𝟰. 𝗕𝗲𝘆𝗼𝗻𝗱 𝘀𝗰𝗵𝗼𝗼𝗹 – 𝗰𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺 𝘄𝗶𝘁𝗵 𝗽𝘂𝗿𝗽𝗼𝘀𝗲 Our ultimate goal is to help young people thrive beyond school. This – as much as exam results or accountability measures – should guide our curriculum design. Do we, like the DREAM in New York, track how our pupils fare after leaving us at 16 or 18, and use that insight to refine what and how we teach?

📊 Charter School Principals Report Greater Decision-Making Power (NCES, 2022) When it comes to two key levers for school success—curriculum and professional development—charter school principals report more influence than their traditional public school peers: 📚 Establishing curriculum - Charter: 55.8% report major influence - Traditional: 21.1% report major influence 🎯 Determining professional development content - Charter: 78.9% report major influence - Traditional: 62.1% report major influence Why does this matter? Because decision-making authority isn’t just an administrative perk—it’s a driver of school improvement, innovation, and teacher growth. When principals have the power to: ✅ Align PD with their school’s unique needs ✅ Shape curriculum to meet their students where they are ✅ Move quickly without unnecessary red tape …student outcomes improve, and teacher retention strengthens. 🎯 At Educational Innovation 360, we help all principals—charter or traditional—build the skills, systems, and confidence to maximize their influence for student success. #EducationalInnovation360 #SchoolLeadership #DecisionMaking #CurriculumDevelopment #ProfessionalDevelopment #K12Leadership #PrincipalImpact #InstructionalLeadership #EducationalEquity #PrincipalSupport

📊 Charter School Principals Report Greater Decision-Making Power (NCES, 2022) When it comes to two key levers for school success—curriculum and professional development—charter school principals report more influence than their traditional public school peers: 📚 Establishing curriculum - Charter: 55.8% report major influence - Traditional: 21.1% report major influence 🎯 Determining professional development content - Charter: 78.9% report major influence - Traditional: 62.1% report major influence Why does this matter? Because decision-making authority isn’t just an administrative perk—it’s a driver of school improvement, innovation, and teacher growth. When principals have the power to: ✅ Align PD with their school’s unique needs ✅ Shape curriculum to meet their students where they are ✅ Move quickly without unnecessary red tape …student outcomes improve, and teacher retention strengthens. 🎯 At Educational Innovation 360, we help all principals—charter or traditional—build the skills, systems, and confidence to maximize their influence for student success. #EducationalInnovation360 #SchoolLeadership #DecisionMaking #CurriculumDevelopment #ProfessionalDevelopment #K12Leadership #PrincipalImpact #InstructionalLeadership #EducationalEquity #PrincipalSupport

Nearly nine out of 10 principals who employ Teach For America corps members agree that they have a positive impact on students’ academic and personal growth, according to a report published today by Westat. Teach For America is one of the nation’s largest education nonprofit and leadership development organizations, and this report is the culmination of its annual National Principal Survey, in which independent research firm Westat administered a survey to more than 1,300 principals who employed Teach For America first- and second-year teachers, known as corps members, during the 2024-2025 school year. The survey had a 80% response rate, with more than 1,000 principals sharing their feedback. Results from prior years of the National Principal Survey have consistently shown that principals have favorable perceptions of corps members and alumni. The 2025 survey findings are largely consistent with prior years and provide continued evidence that principals have very positive views of corps members and alumni teachers. In addition to agreeing that Teach For America corps members are effective in the classroom, principals also agreed that corps members are positive contributors to their school communities. Principals are also highly satisfied with the Teach For America alumni teachers working in their schools. “Our principals have a front-row seat to the student outcomes our teachers help drive every day. Their feedback is essential as we continue to strengthen our programmatic support, ” said Teach For America CEO Aneesh Sohoni. “Their trust and partnership not only affirm the contributions of our corps members and alumni, but also help us nurture the leadership in our teachers that expands opportunity for students inside and beyond the classroom.” 🎉 98% of principals reported that corps members worked to build trusting relationships with students, parents, community members and with their teaching colleagues and administrators 🎉 96% of principals were satisfied with the Teach For America alumni in their schools 🎉 Additionally, 95% of principals reported that alumni had a positive impact on students’ academic growth, and 96% agreed that alumni had a positive impact on students’ personal growth. #OneDay #TeachForAmerica #LeadershipDevelopment Read more: https://lnkd.in/eicnGTVj

What if the next step in your learning path was driven by community, not just curriculum? At Hill Management Consulting, we’re turning that vision into reality. Taking charge of your education journey starts with research—understanding which programs align with your goals and learning style. We partner with schools in Columbus and Dallas/McKinney to bring curriculum that speaks to Black students, ensuring every lesson feels relevant and empowering. When students set clear, measurable goals, they’re more likely to stay focused and adapt when challenges arise. Our Reel Sports League blends academics with athletics, giving youth a structured path to academic success while building teamwork and resilience. Meanwhile, the Pop the Balloon Experience turns relationship learning into interactive, real‑life practice, reinforcing the idea that education extends beyond textbooks. We also offer professional development for educators, equipping them with tools to foster student‑directed learning and self‑paced exploration. By weaving mentorship, technology, and community support into every program, we help learners turn setbacks into stepping stones. Whether you’re a student, a teacher, or a community leader, the key is intentional planning and continuous growth. The more we collaborate, the stronger our collective impact becomes. Our data shows that students who engage with our blended learning models see a 20% increase in retention and a measurable boost in confidence, proving that community‑driven education works. Join us on this journey and transform your learning experience. If you’re ready to map out your own learning roadmap, let’s connect and explore how HMC can support you. --- #BlackExcellence #CommunityEmpowerment #EducationEquity #YouthDevelopment #ReelSportsLeague #PopTheBalloon #TheLoveExperience #ColumbusOH #DallasEducation #NonprofitLeadership #SocialImpact #EducationalConsulting

What if the next step in your learning path was driven by community, not just curriculum? At Hill Management Consulting, we’re turning that vision into reality. Taking charge of your education journey starts with research—understanding which programs align with your goals and learning style. We partner with schools in Columbus and Dallas/McKinney to bring curriculum that speaks to Black students, ensuring every lesson feels relevant and empowering. When students set clear, measurable goals, they’re more likely to stay focused and adapt when challenges arise. Our Reel Sports League blends academics with athletics, giving youth a structured path to academic success while building teamwork and resilience. Meanwhile, the Pop the Balloon Experience turns relationship learning into interactive, real‑life practice, reinforcing the idea that education extends beyond textbooks. We also offer professional development for educators, equipping them with tools to foster student‑directed learning and self‑paced exploration. By weaving mentorship, technology, and community support into every program, we help learners turn setbacks into stepping stones. Whether you’re a student, a teacher, or a community leader, the key is intentional planning and continuous growth. The more we collaborate, the stronger our collective impact becomes. Our data shows that students who engage with our blended learning models see a 20% increase in retention and a measurable boost in confidence, proving that community‑driven education works. Join us on this journey and transform your learning experience. If you’re ready to map out your own learning roadmap, let’s connect and explore how HMC can support you. --- #BlackExcellence #CommunityEmpowerment #EducationEquity #YouthDevelopment #ReelSportsLeague #PopTheBalloon #TheLoveExperience #ColumbusOH #DallasEducation #NonprofitLeadership #SocialImpact #EducationalConsulting

Lots of talk about DIDAGOGY on social media! Have you come across it yet? A word used to capture the critical discipline of teaching teachers, but where did it come from? 🤔 It was introduced by the Teacher Development Trust (TDT) as a way to codify and elevate the work of those involved in teacher CPD, teacher training, and development. Too often, teacher professional development is seen as just a series of events or 'inputs'. Didagogy refines this and treats the development of a teacher's practice as a dedicated, evidence-informed discipline in its own right—a 'curriculum for teachers.' This concept perfectly aligns with the Education Endowment Foundation (EEF)'s Guidance Report on Effective Professional Development. The EEF highlights that impactful CPD must focus on key mechanisms to: * Build Knowledge: Going beyond simple information-sharing. * Motivate Staff: Aligning CPD with teacher values and goals. * Develop Teaching Techniques: Using techniques like modelling, rehearsal, and feedback. * Embed Practice: Providing ongoing support, prompts, and time for sustained change. Didagogy gives us the language to discuss how we effectively design, deliver, and embed these mechanisms for lasting impact on teacher quality and, crucially, pupil outcomes. 👉 Are you treating your school's CPD as a curriculum for teacher learning? How can you adopt a more didagogical approach in line with the EEF's evidence base? #Didagogy #CPD #TeacherDevelopment #EducationLeadership #EEF #EvidenceInformedPractice #TeachingAndLearning #ProfessionalDevelopment #EdLeaders I

Fundamental Change in Public Education... by those who've done it "Shifting to a competency-based learning (CBL) model is far more than a structural change. From a systems-thinking perspective, a structural change of the magnitude of moving to CBL demands a cultural transformation that redefines the beliefs and values we hold dear for learning and how we measure success. At its core, CBL centers on the belief that all students can master essential knowledge and skills, given the right support and time. To realize this vision, schools must fundamentally rethink traditional approaches to instruction, assessment, and grading. The journey is not linear, nor is it simple. The journey to CBL requires intentional design, professional collaboration, and a sustained commitment to student-centered learning. It requires a change in leadership mindset that supports systems-thinking embedded throughout decision-making processes, a willingness to take actions to align structures and processes with the CBL model, and the professional learning and resource support needed by staff to shift practices."  https://a.co/d/50Rg0kT

Rethinking the School Calendar: From Weekdays to “Day 1” and “Day 2” Learning Schools are evolving — and so should our calendars! Instead of following the traditional Monday to Friday schedule, many innovative schools are now planning their timetables as Day 1, Day 2, Day 3 and so on. Why? Because it ensures continuity and balance in learning. For instance — If Day 1 has English, Math, and Sports, and a holiday falls on a Monday, students don’t miss those subjects for the week — they simply resume Day 1 the next day. - Teachers can plan lessons more equitably, and every subject gets fair time across the term. - It promotes curriculum consistency, fair resource use, and stress-free planning for both teachers and students. It’s a small shift in structure, but a big step towards intentional scheduling and equal learning opportunities. Let’s design learning calendars that make every day count — not every Monday to Friday. #SchoolLeadership #TimetableInnovation #EducationReform #LearningDesign #SchoolManagement #CurriculumPlanning #AcademicInnovation #LeadershipInEducation #DrGauravKapoor

Stop the clock: If you are teaching under the #8-4-4 system, the countdown is officially on in #2026, everything changes! The educational landscape is undergoing a massive reform with the full implementation of the Competency-Based Education (CBE) structure. For #secondary school leaders and teachers, this means your traditional high school structure is being replaced by 3 years of Senior School, starting immediately with the Grade 10 entry point. The students arriving in your #Grade10 classrooms are #products of the #CBE framework. They are arriving with specific CBE expectations: they demand continuous feedback and collaborative learning, and are designed to move decisively away from reliance on high-stakes terminal examinations. Moreover, placement is now dictated by the KNEC's #KJSEA Grading system. While this pedagogical revolution may seem daunting, the core goal is to empower teachers, allowing you to "take your time back and focus on teaching and not tracking competencies". Are you prepared for this critical transition? My latest comprehensive guide on the EduPoa™ Blog breaks down the necessary shifts in assessment, pedagogy, and structure for every 8-4-4 teacher to succeed in this new era. 🔗 Read the full guide here https://shorturl.at/ngd8e #CBE #EduPoa™ #Grade10 #EducationReform #TeacherEmpowerment #KenyanCurriculum edupoa.com galaxyxpertsoftlabs.com