Commongooded Education

CommonGood was founded by educators in order to provide learning resources designed for, and with, diverse communities. We believe culturally sustaining, locally relevant education should be available to everyone. Learn about our process and our Collaborative AI platform We believe that for students to learn to be human, humane, and to deliberate the common good, communities need curriculum that reflects their unique character. We work directly with communities to collaboratively construct curricular materials that facilitate stronger, more meaningful classroom dialogue. We co-create, curate, and customize learning materials with schools, and community partners.

The Nutley Music Boosters are thrilled to announce the return of their Holiday Pop-Up Event on Sunday As challenges continue with the Supplemental Nutrition Assistance Program (SNAP), the Nutley Public School Distr Please see the attached letter re: the school meal program: For injuries that occur during school-sponsored activities, please use the form below: On September 3, 2025, the Nutley Early Childhood Center w Why should taxpayers support the education of other people’s children?

In democracies, the answer is because these children’s lives (including workforce participation and social wellbeing) and political involvement (understanding democratic institutions, analyzing legislation, and voting) shape ours. Since the late-18th and early-19th centuries, governments have rested their case for public education here. It is not surprising that the imperative to expand the general public’s knowledge and know-how coincided with the expansion of the right to vote. For instance, in 1833, Member of Parliament J.A. Roebuck referenced general wellbeing and the expansion of voting rights when he introduced England’s first national resolution for government funding for education: I would first solicit the attention of the House to the more prominent benefits to be obtained by a general education of the people.

Secondly, I would endeavour to show why the Government should itself supply this education [in addition to the religious institutions and factory owners that already did so]; and, lastly, I shall attempt to trace... Roebuck went on to specify the social and political benefits of an educated populace, including the possibility of reasoned debate rather than “a stack-burning peasantry or sturdy pauper population,” and “a people industrious, honest,... The multitude—the hitherto inert and submissive multitude—are filled with a new spirit—their attention is intently directed towards the affairs of the State—they take an active part in their own social concern.” Then-Governor Thomas Jefferson had made the same argument in 1779 when he proposed that Virginia enact the Bill for the More General Diffusion of Knowledge. Publicly funded education for all (white, male) children, he explained, would protect the new Republic from tyranny: Teachers have a complicated relationship with purchased curriculum.

High-quality materials are helpful in some ways, but seldom flexible enough to meet the needs of today's classrooms. And they weren't designed to center our students' lived experiences. If teachers have curriculum that was designed with their students in mind, and that invites them into co-creating learning experiences for their students, they will be more emboldened and effective at meeting their students’... Through our processes, education and community leaders work together to establish a vision for a curriculum that reflects their priorities and unique characteristics. ​ We ground our co-design process in scholarship and research-backed practices.

Participants become knowledgeable of learning designs that have proven effective in communities like theirs. Participants build clear definitions and shared language for what their designs should do. Supported by professional learning designers, these collaborations produce high-quality, customized designs, efficiently. We are curious about how new designs are working in classrooms. We know that to meet students' needs teachers adjust, supplement, and refine their curricular materials. We support teams by staying engaged with teachers as their enactment of the curriculum surfaces new insights.

We believe that by understanding what is working, and for whom, everyone's practices improve. Michael DeVita - mdevita@nutleyschools.org Teresa Laurie, tlaurie@nutleyschools.org Director of Curriculum and Instruction K-12 Janine Loconsolo - jloconsolo@nutleyschools.org Director of Communications and Employee Relations

Whether adapting existing materials or creating new custom content, our materials support teachers and students as they build student-centered classrooms. Materials are aligned to inquiry pedagogies and the C3 Framework, with compelling questions, rigorous inquiry skill development, and authentic source work. Instructional guidance is organized to support teacher use and adaptation. Connections to students and local communities Instructional guidance that is clear, concise, but not overly-scripted

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