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Category » Leadership- 1/1/04 - National Center for Culturally Responsive Educational Systems,
Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. Leaders at all levels require knowledge of professional development design, the change process, research findings, data-supported decision making, and an array of leadership and communication skills and processes. Effective leadership development supports participants in accessing and applying culturally responsive practices. The academies... - 1/1/05 - National Center for Culturally Responsive Educational Systems,
Notice the number of times that data and evidence appear in NCCRESt’s principles. Saying that teachers, families and administrators need data to make decisions is one thing, understanding and using data well is another. In fact, few teachers and administrators have been educated in programs that have focused on making meaning from data and then using those analyses to guide school improvement and classroom instruction. This module is designed to help building leadership teams learn the... - 1/1/09 - Bryan Goodwin, Elizabeth Hubbell, Laura Lefkowits, Danette Parsley, Howard Pitler, Mel Sussman
At McREL, we analyze research on the science of education and translate it into effective teaching, schooling, and leadership practices. But we have learned that the effectiveness of any practice is dependent on the school culture. Culture is not “touchy-feely”—it makes a difference. In this issue, we take a critical look at school culture. We offer concrete guidance for improving school culture and provide examples of what happens when school leaders fail to acknowledge its importance... - 1/1/08 - Ron Glass
It is probably never easy to have a deep conversation with another person; each person’s hopes, fears, anxieties, doubts, dreams, and many other powerful feelings, conscious and unconscious, easily get in the way of honest and full expression. To have a deep conversation with a stranger, or with whole groups of strangers and even an entire community, can seem impossible.To talk openly and honestly about our experiences of schooling is equally challenging. Some of our most significant... - 1/1/09 - Cheryl Hayes, Christianne Lind, Jean Baldwin Grossman, Nichole Stewart, Sharon Deich, Andrew Gersick, Jennifer McMaken, Margo Campbell
This report is the last in a series funded by The Wallace Foundation and developed by P/PV and The Finance Project to document the costs of out-of-school-time (OST) programs and the city-level systems that support them. The report examines the development of OST systems in six cities across the country and summarizes the strategies and activities commonly pursued, their associated investments and options for financing such system-building efforts. These findings can provide OST stakeholders... - 1/1/04 - National Institute for Urban School Improvement,
This professional learning module was developed by the National Institute for Urban School Improvement (NIUSI). The academies in this module promote inclusive systems and schools by coaching Building Leadership Team members in both leadership skills and team collaboration. - 1/1/04 - National Institute for Urban School Improvement,
This module was designed by National Institute for Urban School Improvement (NIUSI) to help building leadership teams learn the skills required to mine data and use it to make decisions. As principals and teacher leaders become confident in their ability to query their data, they will become strong role models and coaches for the entire faculty. This module takes a serious look at understanding and using data and other evidence of student performance to improve student learning. Participants... - 1/1/09 - Southeast Comprehensive Center,
Joy Eichelberger, EdD, RtI state lead and director of intervention services, Pennsylvania Training and Technical Assistance Network, Pennsylvania Department of Education, discusses the department’s focus on ensuring leadership responsibility, aligning their standards and system, and viewing RtI as an “all-education” school reform strategy. - 5/19/09 - Steiner, L., Kowal, J.
An issue brief from the Center for Comprehensive School Reform and Improvement that describes ways to assess needs and goals; selecting a coaching strategy; characteristics of effective programs; approaches to coaching; and implementing a coaching program - 1/1/05 - Christine Salisbury , Gail McGregor
School leaders play an important role in promoting and sustaining change in schools. Without their efforts, schools cannot change or improve to become places where all students are welcome, and where all students learn essential academic and non-academic lessons in preparation for life in the community. Nowhere is this initiative more important than in urban schools where many students have been left behind, shunted aside, or asked to learn with poor or inadequate buildings, materials, and... - 1/1/09 - Fixsen, D. L., Blase, K.A., Horner, R., Sugai, G.
The purpose of this Brief is to define the variables a state or large district leadership team may wish to consider as they determine if they are “ready” to invest in the scaling-up of an innovation in education. As defined here, “scaling up” means that at least 60% of the students who could benefit from an innovation have access to that innovation in schools across a State. Creating benefits to students on a comprehensive scale requires considerable change by teachers, building... - 1/1/06 - Waters, J. T., Marzano, R. J.
As the latest in its continuing series of research on school, leadership, and classroom practices related to student achievement, McREL conducted a meta-analysis of research on the effect of superintendent leadership on student achievement. - 1/1/06 - National Institute for Urban School Improvement,
The rubrics in this publication have been designed to help your inclusive schools network assess their current status and identify specific goals for the coming year. Based on the systemic change framework and vignettes from the National Institute for Urban School Improvement’s (NIUSI) network of schools, these rubrics provide a yardstick for measuring your improvement efforts. - 1/1/05 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center,
A Building Leadership Team (BLT) is a school-based group of individuals who work to provide strong organizational process for school renewal and improvement. BLTs orchestrate the work of school professionals, administrators, families, and students through the school improvement process. This process includes the examination of current, successful practices and also those areas that are of concern to the school community. In addition, BLTs plan for progress, achievement, and risk. This... - 1/1/09 - Jean Baldwin Grossman , Christianne Lind, Cheryl Hayes, Jennifer McMaken, Andrew Gersick
Funders and program planners want to know: What does it cost to operate a high-quality after-school or summer program? This study answers that question, discovering that there is no "right" number. Cost varies substantially, depending on the characteristics of the participants, the goals of the program, who operates it and where it is located. Based on detailed cost data collected from 111 out-of-school-time programs in six cities, this report, along with an online calculator... - 1/1/05 - National Institute for Urban School Improvement,
Systemic school change is a complex and difficult task. The challenge is great, but educators throughout our nation and other nations are actively engaging the opportunity to transform education and how we go about the work of teaching and learning in our schools. This toolkit is developed by NIUSI to assess networks of schools engaging their faculty, staff, families, students, and community members in ongoing renewal and systemic change. The toolkit is organized around three areas...
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