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.
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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.
Paul Hill and Robin Lake are quoted in this PolitiFact article on the history of busing.
Paul Hill speaks with NPR's On Point about the four-day school week.
Paul Hill is interviewed on NPR 1A about the four-day school week.
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.
We looked closely at six districts and charter management organizations (CMOs), hoping to understand why they took particular approaches to remote learning and how their experiences last spring affected their plans for the fall.
Parents we interviewed wondered what they could do this summer to compensate for the lack of social interaction.
For schools to have effective working relationships with parents as co-teachers, they must manage the teacher-family-student triangle more closely than in the past.