NHLI | New Hampshire Learning Initiative
All Students Deserve a Quality Education
All Students Deserve a Quality Education
When we come together to tackle complex educational problems, great things can happen for our students.
We are an educator-led team dedicated to helping teachers, administrators and school district officials advance education and better prepare students for college, career, and life.
Our partnership with the New Hampshire Learning Initiative is instrumental to our path towards active, engaged, and innovative student-centered learning. We are grateful to work with people who understand the unique strengths and challenges of our K-8 school and assist us in creating a plan that works for our school district.
I have walked the assessment journey for many years having worn many hats. The work that we have done with NHLI on PACE tasks has been some of the most professionally rewarding work I've done thus far. The opportunity to collaborate with colleagues from other districts to co-construct meaningful and authentic performance assessments makes us ALL better. And it's the right thing to do for students.
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Drive student achievement through your own, with professional development opportunities
Don’t stop at an idea, or let your district’s size or access to funds keep you from pursuing new programs for students that could transform their education. NHLI can help you achieve your vision.
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Participate in one of our informative trainings or educational events
Introduction to Formative Assessment
February 8
NHLI is pleased to partner again with Margaret Heritage, an expert in formative assessment, to provide NH educators with the...
Recurring Event
February 8 2021, March 3 2021, March 15 2021, April 21 2021
Read MoreExamining Privilege, Systemic Racism, and Becoming Social Justice Educators
February 17
The goal of this workshop is for participants to develop social justice and equity educational practices and move toward a...
Recurring Event
January 20 2021, February 17 2021, March 17 2021, April 14 2021, May 12 2021, June 9 2021
Read MoreHelp! How Do I Lead the Transition to Competency-Based Learning?
March 12
January, 22, 2021: How Do I Lead the Work? You can’t do this alone! This session will help you to...
Recurring Event
January 22 2021, March 12 2021, April 9 2021
Read MoreOur Stories
/ January 3, 2021
Three Ways to Scale Student-Centered Reforms in Your System
This article was originally published June 12, 2020 on the website Students at the Center Hub. Author Dr. Felicia Sullivan is Associate Director of Research at Jobs For the Future Since 2014, New Hampshire educators can meet academic accountability requirements through a statewide Performance Assessment for Competency-based Education (PACE) system. Aimed at capturing a more authentic […]
Continue Reading/ January 3, 2021
Scaling is All the Rage, But How Do You Make It Happen?
New Hampshire’s Performance Assessment for Competency-based Education (PACE) system is entering its third year. Using this alternative state accountability system, 150 teachers in nine school districts have created 14 performance assessment tasks in mathematics, English language arts (ELA) and science. The tasks have been validated against standardized state tests with the ambition to bring performance assessments to all students in the state across all disciplines. A primary goal of PACE is to ensure that students demonstrate their content knowledge to gain academic credits and graduate.
Continue Reading/ January 3, 2021
Investing in Teachers as Agents of Scale
As part of a William and Flora Hewlett Foundation funded research-practice partnership (RPP), JFF (Jobs for the Future) has been collecting data and insights on the scaling of WSPs (aka deeper learning competencies or essential skills) in New Hampshire. From the start, the state’s PACE system was a key driver to scale, providing a critical backbone for assessing competency-based efforts. What has become clearer to the JFF research team is that investing in teacher capacity to instruct and assess WSPs has been a critical move to ensure that the practice change is deep, spreads, and is sustainable. A key orientation has been a strong commitment to teacher ownership of the process. The practice partner is this effort, the New Hampshire Learning Initiative (NHLI), has been critical to supporting and pushing this teacher-centered approach forward.
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