As the country begins to re-emerge from the COVID-19 pandemic, how should schools prepare to re-engage students and staff, some of whom may be hesitant about coming back to school? How should they approach testing and learning loss?
As students return to campus and the unprecedented opportunity to re-think our priorities arrives, this seminar discusses whether practicality should be a guide, or innovation – investing in new, more effective, engaging and equitable ways of teaching and learning.
Hosted by Tony Thurmond, state superintendent of public instruction in California, and Pedro A. Noguera, dean of the USC Rossier School of Education.
Guests include Howard Adelman, professor of psychology and co-director of the School Mental Health Project at UCLA; Darin Brawley, superintendent of Compton Unified School District; Roxane Fuentes, superintendent of Berryessa Union School District; Sandra Lyon, superintendent of Palm Springs Unified School District; Julie A. Marsh, professor of education policy and faculty director of policy analysis for California Education at USC Rossier; and Morgan Polikoff, associate professor of education at USC Rossier.
Who Will Benefit
– Education experts hoping to address the fears and concerns of students and their families who are reluctant to return to school
– Those looking to explore how school districts should use federal American Rescue Plan funds
– Educators who want to construct a new approach to address students’ post-pandemic behavior
About Our Featured Faculty
Pedro A. Noguera is the Emery Stoops and Joyce King Stoops dean of the USC Rossier School of Education. A sociologist, Noguera’s research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts. He is the author, co-author and editor of 13 books. Prior to being appointed dean of the USC Rossier School of Education, Noguera served as a Distinguished Professor of Education at the Graduate School of Education and Information Studies at the University of California, Los Angeles. Before joining the faculty at UCLA, he served as a tenured professor and holder of endowed chairs at New York University (2004-2015), Harvard University (2000-2003) and the University of California, Berkeley (1990-2000).
Julie Marsh is a professor of education policy at USC Rossier School of Education and faculty director of policy analysis for California Education. Marsh specializes in research on K-12 policy and governance, blending perspectives in education, sociology, and political science. Her work has focused on accountability and instructional policy, with particular attention to the process and politics of adoption and implementation, and the ways in which policies shape practice in urban settings. Prior to coming to USC in July 2010, Marsh was at the RAND Corporation where she last served as senior policy researcher. She received a PhD in Education Administration and Policy Analysis from Stanford University, a master’s in public policy from the University of California at Berkeley, and BA in American Studies from Stanford University.
Morgan Polikoff is an associate professor of education at USC Rossier. His areas of expertise include K-12 education policy; curriculum reform; standards implementation; assessment policy; and the measurement of alignment and instruction. Polikoff uses quantitative methods to study the design, implementation, and effects of curriculum, standards, assessment and accountability policies. Recent work has investigated the adoption and use of curriculum materials to align with state standards and critiqued the design of school and teacher accountability systems.