Categories
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Area: Practitioner:Leadership for Learning
- 1/1/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of... - 1/1/10 - King Thorius, Kathleen, Equity Alliance at ASU
Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This What Matters brief includes strategies for:
* Achieving gender equity in access and opportunities to learn
* Achieving a gender-balanced... - 1/1/05 - Christine Salisbury , Gail McGregor, Equity Alliance at ASU
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... - 1/1/01 - National Institute for Urban School Improvement,, Equity Alliance at ASU
This document provides guidance on how to prepare for a building walkthrough, what to do during and after the walkthrough. It contains both group and individual feedback forms. (Focus on Results 2001). - 1/1/10 - Mabel O. Rivera, David J. Francis, Magdalena Fernandez, Ani C. Moughamian, Julia Jergensen, Nonie K. Lesaux
"This document addresses questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. Looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language, this document details findings from 49 school principals on nine factors... - 1/1/09 - Brenda J. Turnbull, M. Bruce Haslam, Erikson R. Arcaira, Derek L. Riley, Beth Sinclair, Stephen Coleman
"From its beginnings in a handful of schools in Louisville, KY, the School Administration Manager Project – supported by Wallace as part of its educational leadership improvement initiative – has sought to help principals delegate some of their administrative and managerial tasks and spend more of their time interacting with teachers, students and others on instructional matters. Often, this has meant hiring a new school-level employee – a School Administration Manager, or SAM – to... - 1/1/09 - Margaret L. Piecki, Michael S. Knapp, Tino Castaneda, Tom Halverson, Robin LaSorta, Chad Lochmiller
"Urban districts and their leaders face a set of common challenges with respect to staffing high-needs schools: how to maximize the quality and longevity of high-quality teaching staff; how to deploy and support novice teachers; how to manage and minimize teacher mobility and attribution; and how to align the diversity of teaching staff with the diversity of the student body. This report is part of a series by researchers from the University of Washington’s Center for the Study of Teaching... - 1/1/09 - Eric Isenberg , Steven Glazerman , Martha Bleeker , Amy Johnson , Julieta Lugo-Gil , Mary Grider , Sarah Dolfin , Edward Britton , Melanie Ali
The report, Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study, compares outcomes of teachers offered intensive induction activities with full-time mentors to those of teachers with less intensive, less structured induction activities using an experimental study design. This second report includes information from10 districts in which teachers were offered one year of comprehensive induction services ("one-year" districts) and 7... - 1/1/09 - Catherine H. Augustine, Gabriella Gonzalez, Gina Ikemoto, Jennifer Russell, Gail L. Zellman , Louay Constant, Jane Armstrong, Jacob W. Dembosky
"An evaluation by RAND examines efforts by ten states and 17 districts that have participated in Wallace’s education leadership initiative to develop “cohesive leadership systems” whose goal is to create well-aligned state-district policies to ensure that principals have the training and conditions they need to improve teaching and learning in their schools. Among RAND’s key findings: achieving and sustaining such policy cohesion is very difficult. But in states where progress has... - 1/1/08 - Rivera, M. O., Moughamian, A. C., Lesaux, N. K., & Francis,, D. J.
This report from the Center on Instruction presents information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. The focus of the intervention section is on those that have demonstrated success at remediating reading for ELLs who have either identified language impairment, reading and/or learning disabilities, or... - 1/1/09 - Bradley S. Portin, Michael S. Knapp, Scott Dareff, Sue Feldman, Felice A. Russell, Catherine Samuelson, Theresa Ling Yeh
"This report is part of a series by researchers from the University of Washington’s Center for the Study of Teaching and Policy that investigates a range of topics concerned with how leaders can effectively and equitably contribute to improved student achievement, particularly in challenging school and district contexts. The questions examined in this report included: (1) what it means for leaders to work in a demanding environment; (2) what “supervisory leaders” (principals, assistant... - 1/1/09 - Elizabeth B. Kozleski
This presentation is designed to introduce the LeadScape mission and website tools to support principals - The National Technical Assistance Center for Personnel Preparation in Special Education Minority Institutions of Higher Education (Monarch Center),
Provides descriptions of personnel preparation programs that are culturally and linguistically responsive. - 1/1/09 - Erika Beltran, Sarah Dolan
"The National Council of La Raza (NCLR) believes that early care and education is an essential component of school success and has been advocating at the federal level to address the educational crisis facing the Latino community. This tool kit was designed to help other ECE champions build stronger, more effective strategies to ensure educational success for Latino and English language learner (ELL) children and families. It contains resources that are designed to guide organizations... - 1/1/08 - Kozeski, Elizabeth B., Mulligan, Elaine
This presentation overviews NIUSI-LeadScape, lessons learned, implementation and partnerhship highlights, and a tour of the LeadScape website for OSEP professional development. - 1/1/10 - John W. Retman, Laura Beck, Teresa Coppola, Anita Engiles
"We review literature here to explore findings from 10 studies published after 2004 that focus on the experiences and perceptions of parents or other caregivers related to the IEP process. Our objective is to highlight recommendations from this body of literature for improving the experiences of parents and encouraging their participation in IEP meetings."
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