In the fourth episode of A Hot Time for Summer Learning, Wallace examines how Texas districts are finding ways to sustain high-quality and engaging summer learning programs in the face of funding changes. School district leaders from Houston and the Dallas-Fort Worth metroplex discuss the significance of community outreach and support in promoting the need for and benefits of summer learning programs. They share how heightened public awareness and program engagement have led to an increased understanding of summer learning’s value, particularly among teachers, students and families who experienced the program and are eager to preserve it.

In this episode of Beyond the Classroom, student and adult researchers explore various strategies for building a sense of belonging and inclusion in OST spaces, beginning with centering the youth voice in the program’s design.

. In this episode of Beyond the Classroom, student researchers and OST practitioners discuss some of the most common barriers to participation in OST programs, from a lack of transportation to the inability to afford program fees, and what can be done to address them.

In this episode of Beyond the Classroom, researchers and practitioners discuss strategies for addressing these challenges in order to more effectively recruit and retain skilled youth workers.

In this episode, Wallace explores a summer learning-focused state network led by the Council of Chief State School Officers and the National Summer Learning Association.

The second episode of A Hot Time for Summer Learning focuses on the role that partnerships and intermediary organizations play in supporting afterschool and summer learning opportunities for young people.

The first episode focuses on the evidence base for summer learning and what we’ve learned about high-quality programming over the years. Part 1 focuses on the opportunities and risks associated with the summer months and what makes summer learning programs effective.

The first episode focuses on the evidence base for summer learning and what we’ve learned about high-quality programming over the years. Part 2 focuses on communitywide approaches to summer learning and how summer learning can be an essential component of pandemic learning recovery.

This episode discusses the relationship between SEL and equity, plus the recent political controversies surrounding SEL, equity and schools.

This episode discusses the importance of high-quality SEL implementation across in-school and out-of-school-time settings, as well as the new guide itself.

This episode discusses the history of SEL, how the field has evolved and its place in the classroom today.

Episode 2: Why building adults’ skills is a starting place for promoting SEL in children

Episode 3: What it takes for schools and districts, and afterschool programs and out-of-school time intermediary organizations, to work together

Episode 4: Helping schools and OST programs adopt SEL instruction and providing feedback

Episode 5: Steps to integrating SEL across settings and what to look for

Episode 1: Explains the importance of social and emotional learning and the initiative’s design

How Districts, Universities and States Can Play a Role by The Wallace Foundation

How Districts Sustained Their Principal Pipelines by The Wallace Foundation

Measuring the Effectiveness of Principal Pipelines by The Wallace Foundation

Building Principal Pipelines Improves Principal Retention by The Wallace Foundation

Leaders from New York City explore the connection between principal pipelines and student achievement.

District and school leaders from Prince George’s County, Md., discuss how that large district groomed assistant principals and reshaped the role of principal supervisor to provide more support to principals.

Paul Fleming is leading a major effort in Tennessee to build principal pipelines statewide. Tennessee is the first state in the nation to undertake a comprehensive approach to developing strong principal pipelines that can produce enough transformational school leaders to fill two-thirds of the state’s annual principal openings.

District and school leaders from Gwinnett County, Ga., describe how mentors help novice principals grow and build their leadership skills.

Steve Tozer of University of Illinois at Chicago and Liz Kirby of Chicago Public Schools discuss how districts can build strong partnerships with local universities whose graduates apply to be principals.

Tricia McManus of the Hillsborough County Public Schools and Robert Bhoolai, principal of a Tampa high school, discuss how improving job standards and hiring for principals has helped produce immediate benefits for both novice principals and school districts.

Carmen Fariña, the chancellor of the NYC school system, and Jody Spiro of The Wallace Foundation discuss key components of a principal pipeline and how districts can develop a coherent system of training, hiring and support.