Through panel conversations with three philanthropic leaders and three providers, this Funder-to-Funder Conversation explores the role that research-based professional development plays in promoting positive learning environments to support children’s kindergarten readiness.
In this Funder-to-Funder Conversation, a panel of funders introduce Remake Learning as a vehicle for building demand among parents, families and caregivers for a new approach to learning that is grounded in the preexisting local learning landscape, the learning sciences, and innovation and justice.
“My longtime mentor, Dr. Ruby Takanishi, the founder of the PreK–3 movement said, ‘We have to do a better job of reducing the chaos at the schoolhouse door.’ By this she meant that we need to build a more aligned system, a system that requires a ‘sturdy bridge’ between the early years and the early […]
Swati really called out two key transitions — the transition into kindergarten and then transition from kindergarten into first grade. When those transitions and those systems are so misaligned or disjointed, it puts an extra burden on families because they’re not just trying to align to one system. They’re trying to align to different systems […]
Funder-to-Funder Conversation
Catalytic Leadership in Philanthropy is designed to empower more lean funders to get involved in this kind of outsized impact work. The core of it really gets to this idea of funders using 'more than money' — using your convening ability, leveraging relationships, being able to raise public awareness of issues, using your foundation platform, […]
“Something I've learned is that this work falls on a continuum. A literacy-rich environment can be as simple as paint and chalk on a sidewalk or can look like a much more expensive play structure. But I think the amazing thing with this work is that both of those examples can contribute to children's learning […]
“This conversation is really about improving outcomes for kids and families. That’s the main thing that we’re focused on in closing gaps in grade-level reading. So, the focus has to be on identifying the bevy of resources that are necessary for that and the resources do not just include money. They include voice. They include […]
