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OMG-OCRES-A300 OMG-Certified Real-time and Embedded Systems Specialist Advanced Exam

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Test Code : OMG-OCRES-A300
Test title : OMG-Certified Real-time and Embedded Systems Specialist Advanced Exam
Vendor title : OMG
: 180 actual Questions

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OMG OMG-Certified Real-time and Embedded

OMG certified true-time and Embedded expert (OCRES) | actual Questions and Pass4sure dumps

This vendor-neutral Certification is offered by route of:Object administration community (OMG)Needham, MA USAPhone: 781-444-0404Email: This e-mail address is being protected from spambots. You exigency JavaScript enabled to view it.

ability degree: Intermediate                          reputation: active

low in cost: $200 (shortest tune)               

abstract:for individuals who create precise-time and Embedded programming requisites.

preliminary requirements:There are 2 tiers of OCRES certification: Intermediate and advanced.You should first pass the OCUP Fundamentals exam ($200). Then, you ought to flood the intermediate OMG OCRES exam ($200). eventually, if you wish to deserve the OCRES superior certification, you ought to prance the superior OMG OCRES examination ($200).

each examination has a 90 minute closing date and carries between eighty - 90 questions.

carrying on with requirements:None precise

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OMG DDS makes SOA approach attainable for real-time embedded programs | actual Questions and Pass4sure dumps

Integrating disparate computing techniques is by using no capacity a simple assignment. Integration is likely one of the most crucial causes to headquarters of attention on net services in commercial enterprise architecture. requirements like soap and leisure manufacture it less intricate to secure a considerable number of functions and components speakme to every other. although, these protocols are not devoid of latency costs.

from time to time, the latency times concerned even with RESTful web functions are effortlessly now not appropriate. real-Time innovations (RTI), primarily based in Sunnyvale California, is one enterprise focused on providing messaging and integration for traumatic actual-time systems.

David Barnett, VP of items and Markets at RTI, observed the classification of precise-time methods the commerce works with include transportation methods (plains, trains and automobiles), manufacturing gadget, scientific rig and greater. Most of them are methods where inaccuracy as a result of latency delays can besides subsist downright bad. besides the fact that children they don’t drudgery solely with embedded methods, RTI often works with precise-time embedded techniques that hold extra necessities on reform of what common IT programs have.

Many real-time embedded programs are, as Barnett retain it, “internally very particularly distributed.” RTI focuses on systems of programs, where a excessive-conclusion extravagance motor vehicle may subsist regarded a diminutive instance with most effectual one hundred fifty or so sunder embedded methods joined collectively to kindly one unified system. a larger illustration would subsist a Navy cruiser, which could hold over 1,000 subsystems. near the exact are industrial power technology programs, like wind farms, that may hold over one hundred,000 embedded systems that should subsist orchestrated to drudgery collectively.

In an commercial enterprise IT surroundings, most architects would combine capabilities, systems and applications with general service-oriented structure requirements like cleaning soap and relaxation. RTI has institute that the records allotted service (DDS), is a more applicable general for precise-time systems.

DDS changed into co-created by route of RTI and Thales group within the early 2000s and has been permitted by route of the article administration neighborhood (OMG). Barnett says, “loads of their valued clientele advert to it as a true-time implementation of carrier-oriented structure. OMG calls DDS “the primary open overseas middleware common without retard addressing retain up-subscribe communications for actual-time and embedded methods.”

RTI currently announced a original open source licensing model designed to enhance participation amongst producers of individual embedded subsystems. The Infrastructure group licensing model gives two alternatives. One is a free-of-cost foundational providing with non-compulsory assist moreover library source code and prebuilt binaries. The other alternative is a plenary commercial license that includes a plenary warranty and royalty-free deployment for a per-developer license charge.

With an information regular in region for embedded systems producers, the combination of embedded systems to drudgery together in precise time should subsist significantly more convenient as the availability of interoperable accessories should boost.

The announcement of RTI’s original open source licensing model coincided with the announcement of the newest unencumber of the RTI Connext product family unit, which is constructed across the business’s implementation of the DDS general. RTI Connext besides includes tools for integration, messaging, decreased useful resource footprint alternate options and rig for trying out and debugging. – James Denman

PrismTech’s OpenSplice cell Brings Seamless and efficient Peer-to-Peer communique to Android and Embedded JVMs | actual Questions and Pass4sure dumps

BOSTON--(company WIRE)--PrismTech™, a world chief in requisites-based mostly, performance-critical middleware, today introduced the widespread availability (GA) liberate of OpenSplice™ cellular v1.1, a unadulterated Java™ implementation of the facts Distribution carrier (DDS) specification optimized for Android and embedded JVMs.

This release is a portion of PrismTech’s OpenSplice in every places strategy that has delivered advanced DDS implementations targeting business, actual-time and Embedded and now mobile systems. OpenSplice in every places facilitates the structure and deployment of quick-witted techniques that require actual-time statistics sharing, productive exhaust of community materials and deterministic end-to-conclusion performance.

OpenSplice cellular brings seamless and efficient peer-to-peer communication to a imposing classification of Java enabled devices and is accordingly a key enabler for the commercial cyber web and the cyber web of issues (IoT).

additionally, OpenSplice cellular has proven interoperability with OMG™ DDS compliant implementations making it the pattern alternative for extending the achieve of current DDS-based mostly methods to cell structures.

“OpenSplice cellular is the primary product in the marketplace to bring high-efficiency peer-to-peer communique for Android and embedded Java VMs,” observed Angelo Corsaro, Ph.D. OpenSplice CTO, PrismTech. “it is convenient to manufacture exhaust of, standard to deploy and will subsist a key enabling technology for next generation quick-witted programs as required for upright markets comparable to: sensible cities, cell fitness, judicious grid automation, gaming, home automation and leisure.”

users can evaluate OpenSplice cell via downloading the product from

additional guidance about OpenSplice cellular is obtainable from PrismTech’s website at:

--- conclusion ---

About PrismTech

PrismTech is a world chief in requisites-based, performance-critical middleware. PrismTech’s items permit their OEM, techniques Integrator, and conclusion user valued clientele to construct and optimize high-performance programs primarily for Mil/Aero, Communications, Industrial, and monetary Markets. For more information about PrismTech, dispute with the internet web site at

OpenSplice is a trademark of PrismTech. every other emblems are the property of their respective owners.

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OMG-Certified Real-time and Embedded Systems Specialist Advanced Exam

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OMG Certified Real-time and Embedded Specialist (OCRES) | actual questions and Pass4sure dumps

This vendor-neutral Certification is Offered By:Object Management Group (OMG)Needham, MA USAPhone: 781-444-0404Email: This email address is being protected from spambots. You exigency JavaScript enabled to view it.

Skill Level: Intermediate                          Status: Active

Low Cost: $200 (shortest track)               

Summary:For individuals who create Real-time and Embedded programming specifications.

Initial Requirements:There are 2 levels of OCRES certification: Intermediate and Advanced.You must first pass the OCUP Fundamentals exam ($200). Then, you must pass the intermediate OMG OCRES exam ($200). Finally, if you wish to deserve the OCRES Advanced certification, you must pass the Advanced OMG OCRES exam ($200).

Each exam has a 90 minute time limit and consists of between 80 - 90 questions.

Continuing Requirements:None specified

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Nuance Introduces Diagnostic Imaging IT Innovations at RSNA 2015 Aimed at Driving Higher attribute Radiology Reports | actual questions and Pass4sure dumps

BURLINGTON, Mass.--(BUSINESS WIRE)--Nuance Communications, Inc. (NASDAQ: NUAN) today announced several original innovations for its diagnostic imaging solutions designed to assuage radiologists enhance patient care. These include multimedia reports, advanced lung cancer screening registry reporting and enhanced attribute guidance content for radiologists at the point of interpretation. gradation will demonstrate PowerScribe 360 version 3.5 along with these original attribute based innovations in booth #4729 at RSNA 2015 November 29 – December 4 in Chicago.

Multimedia ReportingNuance PowerScribe 360 version 3.5 enables pertinent PACS images to subsist embedded into reports for sharing of multimedia reports between physicians, which provide a more comprehensive picture of a patient’s condition, helping referring physicians better understand findings and dispute treatment options with specialists and patients. This affluent information at a glance goes beyond traditional text-based radiology reports, helping ordering physicians and radiologists discern prior images, notations, captions as well as specific areas of focus and comparison in patient cases. Multimedia reports are particularly significant in tangled cases and specialty areas, such as oncology where specialists are looking for growth of tumors and exigency that information quickly.

“In radiology, a picture really is worth a thousand words,” says Dr. Christopher J. Roth, lieutenant professor of radiology, vice chair of information technology and clinical informatics, and director of imaging informatics strategy at Duke University Hospital. “Being able to expose an actual image to referring physicians and their patients, and walk through what that study is telling us is a huge win for patient care. Having the right information is faultfinding to making the most informed decisions.”

Automated Lung Cancer Screening (LCS) Reporting & Registry SubmissionIn 2015, the Centers for Medicaid and Medicare Services (CMS) agreed to advocate Medicare coverage and reimbursement for CT lung screening programs to leisurely deaths from lung cancer; however, this ruling included strict criteria for tracking and reporting, which hold placed a abrupt affliction on hospitals and imaging centers trying to rush these programs. gradation now offers a solution to bypass manual data extraction, and draw data on LCS patients directly from PowerScribe 360 reports and automatically transfer pertinent data to the American College of Radiology (ACR) National Radiology Data Registry through a original PowerShare Registry Reporting Service.

This one-of-a-kind lung cancer screening reporting utensil uses the combined power of the PowerScribe 360 reporting platform with Nuance’s PowerShare™ Network to ease the creation and ongoing management of lung cancer screening programs. This will manufacture it easier for physicians and hospitals to screen and supervene lofty risk patients and gain reimbursement for these services.

“This lung cancer screening registry reporting is a revolutionary capability that will facilitate sites taking portion in this program because much of the information from the initial order to data integration can subsist pulled out of PowerScribe 360 and shared through the ACR portal. It would subsist extraordinarily difficult for personnel to manually enter every the information required for 300,000 to 1 million exams a year without this technology,” said Dr. Lincoln Berland, chair of the corpse Imaging Commission for the ACR. “Now, institutions can enter the CMS program without having to hire an unknown number of people to achieve the reporting requirements, ultimately saving lives.”

Enhanced attribute GuidancePowerScribe 360 version 3.5 besides includes updates to attribute Guidance providing evidence-based clinical guidance to radiologists at their workstations using recommendations from The American Joint Committee on Cancer (AJCC), Society of Radiologists in Ultrasound (SRU), and American Association for the Surgery of Trauma (AAST). Coupled with existing content developed by the ACR on incidental findings (ACR Assist), gradation attribute assurance tools deliver real-time clinical insights to radiologists at the point of interpretation to reclaim time, while providing more consistent and clinically effectual guidance following an exam.

To request a demo of PowerScribe or learn more about the PowerShare Network and Nuance’s leading Image Sharing Solutions, read the peer 60 report or visit booth #4729 at the RSNA Annual Meeting 11/29 – 12/4 in Chicago or visit

About gradation Communications, Inc.Nuance Communications, Inc. (NASDAQ: NUAN) is a leading provider of voice and language solutions for businesses and consumers around the world. Its technologies, applications and services manufacture the user experience more compelling by transforming the route people interact with devices and systems. Every day, millions of users and thousands of businesses experience Nuance’s proven applications. For more information, gladden visit: Connect with gradation on sociable media through the healthcare blog, What’s next, as well as Twitter and LinkedIn.

Nuance and the gradation logo are trademarks or registered trademarks of gradation Communications, Inc. or its affiliates in the United States and/or other countries. every other company names or product names may subsist the trademarks of their respective owners.

The statements in this press release relating to future plans, events or services, are forward-looking statements which are topic to specific risks and uncertainties. There are a number of factors which could occasions actual events or results to vary materially from those indicated in such forward looking statements, including fluctuations in claim for the gradation products, and the continued evolution of gradation products. The reader is warned not to reckon on these forward-looking statements without reservation, since these are simply reflections of the current situation. gradation disclaims any obligation to update any forward-looking statements as a result of developments occurring after the date of this document.

From Compliance to Innovation | actual questions and Pass4sure dumps

FOR RELEASE:August 20, 2009

Good morning. It's a delectation to speak to America's altenative Superintendent's Symposium. The National headquarters on Education and the Economy, which helped father America's Choice, has been at the forefront of efforts to develop school improvement models that align rigorous standards and assessments.

I'm pleased to learn about the Rigor and Readiness program that you are now developing with the ACT, one of their national leaders in developing comprehensive tests to assess college readiness. Your program adds to the movement now sweeping the country to develop college and career-ready standards and assessments for every American students.

I discern many of my heroes, the top superintendents from around the country gathered here today--and they hold besides invited many innovative, forward-thinkers from the non-profit and commerce world.

Thank to every of you for your hard drudgery because their students exigency it--and so does America.

On Tuesday they released a study comparing kids in the U.S. to students around the world. Some of the results are disturbing. Compared to their peers in other countries, their students are stagnating. Students hold not made gains in science or reading.

In fact, in science, their eighth graders' scores now lag behind their peers in eight countries that besides participated in the original international assessment. In math, although scores hold improved to some extent since 1995, their 15 year-olds' scores now lag behind those of 31 countries. Four countries—Korea, Singapore, Hong Kong and Finland—outperform U.S. students on every subjects.

This advice is troubling because, as every of you know, their children will subsist competing with kids from around the world for the jobs of the future. And it is no secret that their only path to long-term economic security and higher productivity is to dramatically ameliorate both the depth and breadth of education in this country.

Today, 30 percent of their children, or about 1.2 million students a year fail to complete lofty school on time. Only two-thirds of those who accomplish graduate recede on to any profile of college. And far too many students who matriculate fail to deserve a degree.

To prepare students for the challenges of the global economy, President Obama wants the United States to regain the position it held not long ago as the nation with the highest balance of college graduates in the world. And he wants every American to hold a least one year of college, trade, or technical training.

The president's goals are ambitious—but so is the challenge. The hard verity is that they cannot create a seamless cradle-to-career pipeline of college-ready students by continuing to accomplish what they are doing now if they only accomplish it just a tiny bit better.

To meet the President's goals--to achieve the finish line--we exigency transformational change. The islands of excellence that now exist in school districts hold to become the norm. The promising solutions that you hold every created exigency to subsist brought to scale. And their existing market-based and political barriers to far-reaching reform hold to recede.

In a word, America's schools exigency innovation. Educational innovation should not subsist confused with just generating more powerful ideas or unique inventions. Instead they exigency original solutions that ameliorate outcomes--and that can, and will, subsist used to serve hundreds of thousands of teachers and millions of students.

Smart innovation and entrepreneurship are not the only route to dramatically accelerate achievement and attainment. But without them, they will surely Fall short of their goals--and accomplish a disservice to their children. As the president said in his inaugural address, "the question they inquire today is not whether their government is too imposing or too small, but whether it works."

Traditionally, the K-12 system has not been considered to subsist a bastion of innovation and entrepreneurship. They hold every seen the presentations showing that the early 20th century classroom looks eerily similar to many classrooms today.

The analogy may subsist exaggerated. But it is suitable that for much of the last century they hold not cultivated a culture of innovation--or built the district-level systems needed to sustain a cycle of continuous improvement.

Starting a century ago, big, comprehensive lofty schools began to supplant the simple schoolhouses of earlier eras. Schools adopted the factory model that was celebrated to succumb graduates that mirrored the needs of the workforce at that time. A privileged few went to college, but most did not.

Teachers and students were then thought of as interchangeable widgets. Teachers were rewarded based on credentials and experience, not on their performance in the classroom. Instruction was not tailored to the individual needs of students but to providing education for the masses and original immigrants.

It is easy to forget today, but up through their parent's generation, public schools often seemed like immortal institutions of brick and mortar. There were no charter schools, turnaround schools, or virtual schools--and magnet schools and early college lofty schools were extremely rare. Occasionally, a lofty school would near due to under-enrollment. But it was rare that a lofty school would subsist transformed by being broken up into smaller schools or themed academies.

Comprehensive lofty schools were thought of as eternal edifices that defined neighborhoods for decades--and often educated both parents and their children. The standards and accountability movement didn't yet exist. Schools were judged more by inputs than by outcomes.

Now to subsist sure, the exigency of innovation in educational options for students didn't preclude schools from experimenting with a variety of reforms. Schools and districts tried a slew of curricular reforms over the years but most of them had tiny repercussion or staying power.

Some curricular reforms, like the introduction of phonics and AP exams, caught on and changed education for the better. But more than a few reforms failed. In fact, portion of the problem with K-12 innovation has been that it often was faddish, lurching from one pedagogical favorite to the next--without ever really rigorously assessing what works and what doesn't work.

In the last two decades, those immortal institutions of the past hold become more open to innovation and entrepreneurship. In 1996, the nation had about 250 charter schools—today, more than a million students attend over 4,000 charter schools.

The best charters today are models of innovation--and the worst charters should subsist closed. But authorizers hold waited too long to intervene in low performers. And districts hold not done enough to understand and apply more broadly the lessons of what works from the top performers.

In half-a-dozen cities today, charter schools now account for more than 20 percent of every students. satisfactory charter schools augment the number of attribute educational options available to parents who previously had no altenative where to send their children.

My challenge to those cities is to retract the next step and consummate this model of innovation—close those charter schools that are failing, and systematically replicate and learn from those that are succeeding.

Change and entrepreneurship abound elsewhere in the K-12 system but it is noiseless constrained by gaps in their lore of effectual practices. In the No Child Left Behind era, we're now starting to evaluate schools primarily on the basis of student outcomes as opposed to inputs—and schools are tracking the performance of student subgroups for the first time.

Online courses and online supplementation of course material are catching on fast. But they hold made only limited investments in understanding which online instruction is most effective.

Smaller, themed schools hold sprung up throughout districts. But they hold yet to distinguish between approaches that really boost achievement and those that accomplish not.

Personalized accommodations for children with disabilities are universal--in a system that once virtually ignored learning and behavioral disabilities. And yet they are just now starting to promote the practices with the greatest evidence of serving these students well.

We are on the cusp of a original era of innovation and entrepreneurship in education that was almost unimaginable a decade ago.

But they noiseless hold a long route to go. And the responsibility for speeding that transformation lies not just in districts but at the doors of the U.S. Department of Education.

I know what some of you are thinking. I was the CEO of the Chicago Public Schools for seven years. And I would subsist the first to admit that I did not always welcome the phone calls from the U.S. Department of Education.

That was because the department has historically been an agency that monitored compliance with federal regulations.

The department did not open its Office of Innovation and Improvement until 2002, more than two decades after its founding. Even then, the department's programs to promote innovation hold been modest at best.

I want to fundamentally change that historical relationship; I want the department to become an engine of innovation, not a compliance machine. I want the department to provide powerful incentives to states, districts, and non-profits to innovate--but at the very time leave most of the creative thinking and entrepreneurship for achieving their common goals in local hands. The best ideas will always approach from local educators, not from here in Washington.

Let me give you a preview of some of their thinking about innovation--and how I mediate they can best stimulate innovation in K-12 education.

I hold said recently that they are at a unique minute in the history of education reform. They hold what I call "the consummate Storm for Reform." And that starts with, for the first time, truly having the resources to spur innovation.

As many of you are aware, their recently announced $4.35 billion dollar Race to the Top fund dwarfs the combined sum of discretionary reform funding available to every of my predecessors as education secretary.

In addition, they hold $650 million dollars in the Recovery Act to fund the Investing in Innovation program--which they are going to call i3.

This fall, they will publish in the federal register the Notice of Proposed Priorities for the i3 fund. There will subsist a remark period, followed by an application, and then they route to manufacture awards in early 2010.

We are very excited about i3. They mediate it will play an significant role in realizing the once-in-a-lifetime opportunity they now have, which I've described as education reform's moon shot. And they mediate i3 will assuage build a framework to advocate innovation for years to come.

In designing the i3 program, they sought to avoid some of the shortcomings of previous initiatives and instead create robust incentives to expand what works, invest in promising practices, and boldly innovate.

First, we're looking for programs that will subsist outcome-driven, not input-driven. We're looking for ways to boost student achievement, matriculation, and graduation rates-- and they expect successful applicants will subsist able to demonstrate some success in closing achievement gaps, touching students toward proficiency, increasing graduation rates, and retaining high-quality teachers and principals.

Second, we'll subsist looking for programs that can successfully subsist taken to scale and aren't just boutique reforms. And finally we're seeking to fund sustainable innovation, not one-time flash in the pans. Recognizing the fact that these are challenging times, they noiseless expect that accord recipients will provide some public or private dollars to ensure that programs are sustainable.

While the Race to the Top program targets states and districts, i3 grants will subsist awarded to districts and non-profits, including colleges and universities, turnaround specialists, charter schools, companies, and other stakeholders.

Our basic operating premise is that grants for proven programs should subsist larger than those for promising but largely untested programs. Grants will Fall into three categories:

  • First, unadulterated Innovation grants of up to about $5 million dollars for promising ideas that should subsist tried.
  • Second, Strategic Investment grants of up to roughly $30 million for programs that exigency to build a research foundation or organizational capacity to succeed at a larger scale.
  • And finally, Grow What Works grants that will recede as lofty as $50 million for proven programs that are ready to grow and expand.
  • In a few minutes, Jim Shelton—who runs their Office of Innovation and is heading up this effort—will respond some questions about i3. But first I want to talk a tiny more about the areas where they want to provide incentives to districts and non-profits to create and scale solutions to some of their most significant challenges.

    For starters, they will subsist looking—though not exclusively—for proposals that promote the four reforms central to the other Recovery Act programs. They are:

  • College and career-ready standards
  • Data systems that allow us to not only track student progress but to advocate improved instruction
  • Teacher and principal quality
  • And turnaround schools
  • We are thrilled that 47 states and three territories are voluntarily working together to establish college-ready standards in language arts and math.

    For education entrepreneurs, the common standards movement is a huge leap forward because it opens up opportunities to innovate that were effectively closed off before. It is almost impossible to implement imaginative curriculum and assessments at scale when you hold 50 different goalposts to march toward, every at once.

    Many districts—including some of yours—are using data everyday to drive instruction and supplement teacher evaluation.

    But they noiseless hold a powerful exigency for better models, to mediate differently about how to recruit, train, and advocate teachers—and to figure out what it will retract to secure talented teachers and principals to the schools where they are needed most. That is hugely significant to me.

    It has besides been very difficult to design tools and resources to truly advocate teachers and school leaders without being able to assess which teachers hold the greatest repercussion on student learning. That's a bit like trying to deal a patient without completing a physical.

    In Chicago, they managed to raise the number of applications for every teacher opening from two to 10. Many of you hold similar success stories.

    But they noiseless exigency to learn more from some of the pioneers in expanding teacher recruitment, like drill for America and the original Teaching Fellows programs that hold been established in a number of big urban districts.

    Finally, they hold roughly 5,000 schools in the country that hold been chronically underperforming for years, and unfortunately, sometimes for decades. They include some 2,000 lofty schools that succumb about half of the dropouts in the country, and 75 percent of their dropouts among African-American and Latino students. That is absolutely unacceptable.

    We exigency to radically revise the current incremental approach to these dropout factories.

    Districts, non-profits, and unions should hold the courage to change in the face of endemic failure—including replacing staff and leadership, rewriting curriculum, lengthening the school day, and transforming the school culture.

    Here, too, they hold examples to draw on, from Mastery Charters, Green Dot, to the Academy for Urban School Leadership in Chicago. Green Dot and AUSL are engineering successful turnarounds of failing schools with union teachers.

    Still, they exigency original approaches to an assortment of longstanding challenges: Accelerating adolescents who are years behind; helping ELL students learn the language and the content; and assisting students with disabilities complete college-ready work.

    So, in addition to supporting innovation in the four core reforms embedded in the Recovery Act, i3 will besides bolster other aspects of the President's agenda to ameliorate early learning and college readiness and better serve students in rural districts.

    We will subsist encouraging districts and non-profits to expand and manufacture better exhaust of, both the school day and school year, and will will advocate promising interventions with at-risk students. Innovative college readiness programs, which prepare students to enter college without the exigency for remediation, are priorities as well. They hold to ultimately secure colleges out of the remedial business.

    Now I know that innovation doesn't approach easily. If it did, I wouldn't subsist here today asking you to assuage create a culture of breakthrough innovation in their schools. Successful innovations are often disruptive. They not only understand that, they welcome it.

    We know that online content and courses often meet with skepticism and resistance—despite the fact that they manufacture it viable for isolated students and hard-to-staff schools to hold access to Advanced Placement courses, queer languages, and networks of mentors. In Chicago they had a battle to establish a virtual charter school.

    Yet I besides know that innovation and inspiration often approach from unexpected places.

    I like to talk about the "Barack Effect"—the blueprint that the president has made it chilly again to subsist smart and exceed in school. But it wasn't that long ago that teaching was not considered a prestigious occupation among students at elite universities.

    Two decades ago, a determined senior at Princeton University, Wendy Kopp, set out to change that perception. She wrote her undergraduate thesis about the exigency to create a teacher corps of committed students, modeled after the Peace Corps.

    By her own description, Wendy Kopp was "one of the most naïve college seniors in the history of Princeton University."

    But she had both a dream and grit, and following graduation returned each night to her sleeping bag in a original York walk-up, after making the rounds, trying to raise two million dollars for her teacher corps. When she told the personnel director of the Los Angeles Unified School District that she planned to recruit Stanford students, he laughed out loud at the blueprint that Stanford graduates would drill in Los Angeles.

    I mediate you know the leisure of the story.

    Two decades later, drill for America is one of the biggest employers of Stanford graduates. At Ivy League universities, one out of every nine seniors now applies to drill for America.

    Of course drill for America hasn't solved the problem of how they recruit the toughest, most compassionate, most committed undergrads to become teachers and then sojourn in education for the long haul. But a naïve college student started a movement that has made teaching cool, encouraged more people to mediate about alternative routes to becoming a teacher, and helped engage a generation of twenty-somethings in the drudgery of school reform.

    It is a lot tougher today than in the past to mediate of teachers as interchangeable widgets.

    Yet let me remind you that for a quarter century after the 1966 Coleman report, school leaders and superintendents often heard that what happened in schools really didn't matter that much in determining student achievement—what really counted was a student's socioeconomic background.

    Today, they know the verity is more complicated—and thankfully, much more hopeful. They know that an effectual teacher is the sole biggest factor in determining student progress—not race, not class, not socioeconomic status.

    A topnotch teacher can promote learning a year-and-a-half in a year's time, while students will lose ground compared to their peers with a weak teacher--who may only promote his students a half-year in the course of the year. Three satisfactory teachers in a row--versus three disagreeable ones--will manufacture or demolish a child's educational career.

    A gross set of tools to empower teachers and ameliorate instruction are available today that didn't exist just five or ten years ago. Teachers, for example, now exhaust regular formative assessments to differentiate instruction and drive continuous improvement in the classroom. Real-time data and constant evaluation of student progress is taking even their best teacher's craft to an entirely original level.

    So let me relate you one last, unlikely myth about innovation, about the origin of charter schools.

    In 1988, after visiting a school in Cologne, Germany, Al Shanker, the legendary president of the American Federation of Teachers, proposed that the U.S. should enable "any school or any group of teachers . . . to develop a proposal for how they could better educate youngsters and then give them a 'charter' to implement that proposal" for a term of five to ten years. After that time, Shanker proposed, "the school could subsist evaluated to discern the extent to which it met its goals, and the charter could subsist extended or revoked." Empower teachers, enable them to innovate, hold them accountable for results—these are powerful ideas.

    The following year, a citizens group in Minnesota and several educators picked up on Al Shanker's proposal--and in 1991, Minnesota enacted the nation's first charter school law.

    I relate these stories because I want to remind everyone in the room that breakthrough innovations sometimes comes in unanticipated packages--and they don't approach from the federal government.

    Within the very broad parameters of the i3 program, they want to provide powerful incentives to districts and non-profits to develop a culture of innovation and continuous improvement.

    But they are looking to you--the districts and non-profits--to unleash your creativity and build the next generation of education reform.

    With your help, your courage, and your commitment, they can transform not just their department but many districts from compliance monitors to engines of innovation.

    This is a historic, once-in-a-lifetime opportunity—and I hold never been more hopeful about the inequity they can manufacture in the lives of their children.

    Thank you. And now I'd like to whirl the discussion over to Jim Shelton, who will relate you more about their i3 program.


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