Paul Hill will moderate a Strategy Session on accountability-based flexibility for school districts.
This essay explores the need for new models that expand who works with students and differentiate teaching roles to a far greater degree.
This paper examines the characteristics of effective superintendents and offers guidance for current and aspiring district leaders as well as those offering superintendent training programs.
State policy should encourage and empower school district innovation and improvement strategies.
Paul Hill and Ashley Jochim offer ideas and examples for how state chiefs can best use their powers to effectively lead the improvement of schools and districts.
Edited by Ashley Jochim and Betheny Gross, the sixth and final volume of the SEA of the Future provides SEAs a new framework under ESSA for strategic planning and concrete tools for implementation.
This webinar provides an introduction to the portfolio strategy, why districts adopt it, what they find challenging, and whether they are seeing benefits to students.
- ‹ previous
- 2 of 2
Paul Hill discusses the four-day school week on BYU Radio's Top of Mind With Julie Rose.
Paul Hill is quoted by OZY on the four-day school week.
Ashley Jochim and Paul Hill write that the authority to intervene in local districts remains an essential tool if states want to continue playing a meaningful role in improving local schools.
In the Houston Chronicle, Ashley Jochim and Paul Hill write that while state takeovers may be falling out of fashion in some circles, their track record is more positive than critics claim and could make a difference for Houston schools.
Drawing from our 25th Anniversary essay collection, The 74 highlights eight of the biggest ideas and proposals CRPE presented about the next era of public education.
As children return to school after as much as a year away, schools and districts have a new strategy for helping them make up for lost time.
Experienced state and district leaders see dangers among the opportunities offered by the K–12 education stimulus funding.
Schools and districts must set priorities so students don't fall perpetually behind because of school closures and the difficulties of virtual learning.
District and school leaders can no longer presume parents’ trust in schools, or forget that it must be constantly renewed during and after the pandemic.
An increasing number of children will attend schools that deliver instruction, use time, and define the work of teachers and students very differently.