ethanporcaro/eric-fulltext-meta huggingface dataset:
Practical Guide to Designing Comprehensive Teacher Evaluation Systems: A Tool to Assist in the Development of Teacher Evaluation Systems. Revised Edition
Author: Goe, Laura
Date: 2014-02-00
Type: Guides - Non-Classroom
Subjects: Teacher Evaluation,Evaluators,Educational Change,Accountability,School District Autonomy,School Districts,Validity,Reliability,Interrater Reliability,Feedback (Response),Teacher Effectiveness,Data,Academic Achievement,Educational Improvement,Tenure,Models,Standards,Goal Orientation,Stakeholders,Strategic Planning,Measures (Individuals),Disclosure,Communication Strategies

Across the nation, states and districts are in the process of building better teacher evaluation systems that not only identify highly effective teachers but also systematically provide data and feedback that can be used to improve teacher practice. The &quot;Practical Guide to Designing Comprehensive Teacher Evaluation Systems&quot; is a tool designed to assist states and districts in constructing high-quality teacher evaluation systems in an effort to improve teaching and learning. The guide begins with an overview of the factors influencing teacher evaluation reform today and continues with a discussion of approaches to balancing state accountability and district autonomy. The next section of the guide is structured around the following essential components of the design process as supported through research: (1) Component 1a: Specifying Evaluation System Goals; (2) Component 1b: Establishing Standards; (3) Component 2: Securing and Sustaining Stakeholder Investment, and Cultivating a Strategic Communication Plan; (4) Component 3: Selecting Measures; (5) Component 4: Determining the Structure of the Evaluation System; (6) Component 5: Selecting and Training Evaluators; (7) Component 6: Ensuring Data Integrity and Transparency; (8) Component 7: Using Teacher Evaluation Results; and (9) Component 8: Evaluating the System. Each subsection includes an overview of the component, resources and practical examples, and a series of guiding questions designed to help states organize their work and move strategically toward an evaluation system that functions to improve student learning and teacher performance. A &quot;Summary of Teacher Evaluation Measures&quot; is appended.
College and Career Readiness and Success: Inventory of Policies, Programs, and Initiatives
Author: College & Career Readiness & Success Center at American Institutes for Research
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Anthologies,Career Readiness,State Departments of Education,Stakeholders,State Policy,Educational Policy,State Programs

This inventory is designed to assist state education agencies and other stakeholders to identify the policies, programs, and initiatives in their states that support students on their pathways to success in college and careers. In other words, it addresses the question: What policies, programs, and initiatives does your state have in place to prepare all students for college and career readiness and success? The purposes of this inventory are to help users: (1) Catalog their state's policies, programs, and initiatives designed to support college and career readiness and success; (2) Identify areas of strength as well as gaps or redundancies in current and planned policies, programs; and initiatives, and (3) Reflect on state priorities and their alignment with policies, programs, and initiatives.
An Exploratory Study of the Relationship between Academic Library Work Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship
Author: Harris-Keith, Colleen Susan
Date: 2015-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Academic Libraries,Work Experience,Leadership Training,Skill Development,Library Administration,Leadership Qualities,Success,Research Projects,Library Research,Administrator Attitudes,Tenure,Occupational Information,Masters Programs,Competence,Librarian Teacher Cooperation,Job Skills,Educational Opportunities,Prior Learning,Deans,Mixed Methods Research,Online Surveys,Likert Scales,Demography,Career Development,Scores,School Safety,Legal Problems,Compliance (Legal),Facilities,Facilities Management,Institutional Characteristics,Professional Associations,Research Needs

Though research into academic library director leadership has established leadership skills and qualities required for success, little research has been done to establish where in their career library directors were most likely to acquire those skills and qualities. This research project surveyed academic library directors at Carnegie-designated Master's granting institutions about their previous library positions, and what skills and qualities they perceived to have exercised in those positions. Five research questions were assessed. RQ1: Which of the respondents' last five positions previous to the directorship are most often represented in the path to the academic library directorship? RQ2: Which of the previous positions held by the respondents are perceived to have helped prepare directors the most for the qualities and skills required of the position? RQ3: Is the perception of library leadership skill and quality development equal across departmental experience? RQ4: What, if any position(s), appear to be the &quot;gatekeepers&quot; for academic librarian skill and competency development? RQ5: What are the skills most commonly perceived to be used in each department? Findings revealed that respondents perceived there to be great opportunities to exercise leadership qualities in previous positions, but few opportunities to develop more empirically measurable leadership skills. In addition, respondents perceived those skill development opportunities to be available only once working in the position of library director or in the Administration department of academic libraries. The following are appended: (1) IRB [Institutional Review Board] Approval; (2) Academic Library Director Skills and Qualities Survey; (3) Coded Position Titles for Free Text Library Position Responses; (4) Composite Scores for Leadership Skills and Qualities by Position; and (5) Mann-Whitney &quot;U&quot; Statistic and Significance for Departments Pairwise by Leadership Skill.
Improving School Leader Preparation: Collaborative Models for Measuring Effectiveness. Ask the Team
Author: Yoder, Rick
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Leadership Training,Principals,School Administration,Administrator Effectiveness,Leadership Effectiveness,Program Effectiveness,Models,Accountability,Partnerships in Education,State Programs,Pilot Projects,State Agencies,Check Lists

Parallel efforts in principal evaluation and educator preparation are prompting new conversations among states, higher education programs, private foundations, and professional associations about strengthening school leadership development pipelines. A strong school principal pipeline has many elements, but each element supports the evaluation and development of current and future school principals; these elements include common, aligned leadership standards; performance measures; and professional learning supports. Taken together, a strong principal pipeline guides and grounds principal recruitment, preparation, hiring, evaluation, and support (Turnbull, Riley, &amp; MacFarlane, 2013).School districts and principal preparation programs both have separate but related roles in improving principal pipelines; however, because separate organizations are responsible for supporting principals' careers, P-20 partnerships or state agencies coordinate principal pipeline improvement efforts. In this &quot;Ask The Team,&quot; the authors highlight state activities and pertinent research on principal preparation, specifically state efforts to measure principal preparation program effectiveness. State efforts to create models for leadership program accountability face numerous methodological challenges. To inform collaborative efforts across a variety of policymakers and stakeholders, they reviewed information on principal preparation accountability models, examined existing reports on pilot approaches in states, and identified existing partnerships that are tackling this challenging work. Further, they offer examples as starting points for discussions on principal preparation program effectiveness, continuous improvement, and accountability.
High Fidelity: Investing in Evaluation Training. Ask the Team
Author: Fetters, Jenni
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Administrator Evaluation,Leadership Training,Training Methods,Training Objectives,Web Based Instruction,Evaluators,Check Lists

High-quality training is a crucial investment in establishing and maintaining implementation fidelity as well as building educators' trust in the new process. Training approaches for educator evaluation vary both in format (i.e., how it's delivered) and content (i.e., what is provided). Train-the-trainer sessions, online professional learning modules, videos, webinars, in-person presentations--these are all examples of the formats that states use to provide training on new performance evaluation systems. In this edition of &quot;Ask the Team,&quot; Jenni Fetters reports on both the format and the content of state approaches to evaluation training. Specifically, her scan of state approaches to training turned up three categories of content: (1) District leadership training empowers and supports district leadership teams by providing an overview of state-level legislative and policy changes and providing information, tools, and resources for implementation planning; (2) Educator orientation training informs and prepares school-based educators who are being evaluated by providing an overview of the new system and detailed information, materials, and tools for completing the new evaluation process; and (3) Evaluator training cultivates and assesses the skills and knowledge of teacher and principal evaluators through an in-depth dive into instructional and leadership rubrics and practicing data collection and scoring. States and districts are testing a wide variety of format and content combinations for providing training on evaluation, but little is currently known about their efficacy, particularly at scale. Here, Fetters offers state examples as a starting point for the reader's state's deliberations regarding evaluation training.
Lacking Capacity? How to Work Smart in Teacher Evaluation. Ask the Team
Author: Cushing, Ellen
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Capacity Building,Classroom Observation Techniques,Educational Cooperation,State Standards

Capacity is a real and pressing challenge for educators tasked with implementing robust evaluation systems that include multiple measures of performance. In response to questions from the field, the Center on Great Teachers and Leaders has gathered emerging strategies from policymakers and practitioners who are grappling with capacity challenges in teacher evaluation. In this &quot;Ask the Team,&quot; Ellen Cushing offers strategies and examples to consider as readers work to address their state's or district's own unique capacity challenges.
Leadership and Lattices: New Pathways across the Teaching Profession. Ask the Team
Author: Doyle, Daniela
Date: 2013-08-00
Type: Reports - Evaluative
Subjects: Teacher Leadership,Instructional Leadership,Leadership Training,Teacher Education Programs,Teacher Persistence,Program Effectiveness,Best Practices,Educational Strategies,Occupational Mobility,Teacher Improvement,Improvement Programs

Teachers need career pathways that provide new challenges and sustained opportunities for leadership without leaving the classroom. Better opportunities for leadership and innovative pathways help to increase the retention of strong teachers. Although few such programs existed several years ago, a growing number of states, districts, charter schools, and other organizations have recently introduced some kind of teacher-leader program. The author's research aimed to identify successful teacher-leader programs. To do so, she first examined cross-sector research (e.g., business and medicine) that identified strategies for leadership programs that aim to increase the retention of high-performing employees. She then scanned dozens of teacher-leader programs and identified programs with some evidence of a positive impact. Because so many of these models are new, however, little research or documentation exists to demonstrate their effectiveness. Her search identified only five programs with some evidence of success, such as increasing student achievement or teacher retention. Although these programs are not exemplars, they offer valuable lessons learned for developing teacher-leader systems. In this brief, Doyle overviews the cross-sector research related to leadership programs, outlines four best practices from existing teacher-leader programs, and provides next steps for state leaders interested in implementing a teacher-leader system. Throughout, she highlights different programs and strategies that have had some success in the field.
Two of a Kind: Are Your Districts' Evaluation Systems Equivalent? Ask the Team
Author: Jacques, Catherine
Date: 2013-03-00
Type: Guides - General
Subjects: Student Evaluation,State Standards,Program Implementation,Educational Change,School Districts,Summative Evaluation,Best Practices,Scoring Rubrics,Program Development,Alignment (Education),Check Lists

States in the midst of implementing evaluation reforms face a common dilemma: how to ensure that all your districts are implementing quality educator evaluation systems while still providing them with the flexibility to design systems best suited to their own unique needs. One answer is to create an equivalency process (also known as an approval process) to verify that districts meet state requirements for evaluation components and processes. An equivalency process allows a state to provide quality assurance for district evaluation plans. States review documentation and evidence submitted by a district about its evaluation system. In designing an equivalency process, states typically include clear guidance on the requirements of the evaluation system, recommendations on best practices, rubrics or processes for meeting the requirements, and examples of approved models or components. The nuts and bolts for creating an equivalency process, however, can seem daunting to sort out. In response to questions from the field, the Center on Great Teachers and Leaders developed a set of promising practices and recommendations for consideration when developing an equivalency process in one's own state.
Teachers-in-Residence: New Pathways into the Profession. Ask the Team
Author: Han, Grace
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Alternative Teacher Certification,Teacher Effectiveness,Teacher Persistence,Benchmarking,Residential Programs,Educational Quality,Program Effectiveness,Strategic Planning,Selection Criteria,Alignment (Education),Human Capital,Financial Support,Sustainability,Best Practices,Guidelines,Teacher Education Programs,Program Evaluation

Teacher residency programs are a relatively new method for building stronger teacher pipelines. Research assessing the impact of these programs is still limited, but some early reports suggest that residency programs hold promise for improving teacher effectiveness and retention rates (Barrett, Hovde, Hahn, &amp; Rosqueta, 2011; Papay, West, Fullerton, &amp; Kane, 2011). Lacking comprehensive information on program performance, the authors used quality benchmarks established by experts in the field to identify 14 teacher residency programs for review. Districts or nonprofit organizations administer 10 of the programs, and universities administer the remaining four programs. Based on their review of these programs, the authors offer considerations and examples to states and districts that are interested in establishing a high-quality teacher residency program.
The Notion of Charter Schools and Its Feasibility in Turkey
Author: Solak, Ekrem
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Charter Schools,Educational Benefits,Feasibility Studies,Educational Change,Curriculum Development,Public Schools,Private Schools,Accountability,Qualitative Research,Semi Structured Interviews,Comparative Analysis

The purpose of this study was to investigate the feasibility of Charter School system in Turkey, which was opened firstly in State of Minnesota of United States and was expanded to approximately 40 states in America today and also, in practice in some countries such as Canada, New Zealand, United Kingdom, Sweden and Norway. Charter Schools are educational institutes that can be opened by signing a contract between a country's institution responsible for education and a person or a group who wants to be responsible for the management of this school. This system was based on performance and accountability and pursued more competitive and innovative goals. Moreover, Charter Schools put emphasis on democracy and equality in education by being free, addressing to all students living in the region where school was located and considering individual differences and diversity on behalf of students. Eight volunteering faculty members were chosen by criterion sampling who were working in the field of Educational Sciences of universities in Turkey. Interviews were conducted with participants who were informed about the structure and operation of this system in advance. The results of the study suggested that Charter Schools were advantageous in terms of individualism, diversity and flexible curriculum though flexible curriculum, monitoring and audition process could lead to some problems when it was practiced in Turkey.
Evaluating Specialized Instructional Support Personnel: Supplement to the Practical Guide to Designing Comprehensive Teacher Evaluation Systems
Author: Holdheide, Lynn R.
Date: 2014-02-00
Type: Guides - Non-Classroom
Subjects: Student Personnel Workers,Evaluators,Professional Training,School Counseling,Counselor Evaluation,Counselor Training,Counselor Role,State Regulation,Federal Regulation,Standards,Evaluation Criteria,State Standards,National Standards,Evaluation Methods

In most states, educator evaluation systems are moving toward more frequent and focused evaluations that include educators' contributions to student outcomes such as learning growth. Many states include &quot;Specialized Instructional Support Personnel&quot; (SISP) in their educator evaluation systems, but the measures and methods used to evaluate teachers' performance in classroom settings may not be well-suited for evaluating SISP because they may not reflect the roles and responsibilities specific to SISP professions. The four sections (Statutory and regulatory requirements; Suitability and need for differentiation; Evaluator training; and Professional learning) of this guide facilitate the problem-solving and decision-making process in evaluation design and implementation. It describes how to differentiate the evaluation system so that individual SISP performance can be fairly and accurately captured, supported, and reinforced in the context of professional responsibilities, roles, and associated national standards. Audiences for this supplement include regional centers, state departments of education, and/or local education agency personnel charged with designing and implementing educator evaluation systems. [See &quot;Practical Guide to Designing Comprehensive Teacher Evaluation Systems&quot; at ED555655.]
Performance-Based Compensation: Linking Performance to Teacher Salaries. Ask the Team
Author: Behrstock-Sherratt, Ellen
Date: 2013-12-00
Type: Information Analyses
Subjects: Merit Pay,Teacher Salaries,Educational Policy,Educational Trends,School Districts,Foreign Countries,Comparative Education,State Policy,Program Implementation,Job Performance,Compensation (Remuneration)

To achieve the goal of attracting and retaining talented professionals in education, performance-based compensation systems (PBCS) must offer salaries that are both fair and sufficiently competitive at each point across an educator's career continuum. Although many states, especially with the support of the Teacher Incentive Fund (TIF) grants, have worked with districts on developing PBCS, salary scales largely remain a decision left to local school districts. To get a picture of the approaches taken by states and districts that have developed new PBCS, authors Ellen Behrstock-Sherratt and Amy Potemski reviewed resources from the Center for Educator Compensation Reform, the National Council on Teacher Quality (NCTQ), the Education Commission of the States, the National Center for Education Statistics (NCES), and Race to the Top proposals. They also consulted several teacher-compensation policy experts. In this edition of &quot;Ask the Team,&quot; they provide an overview of current policy trends in PBCS, examples of district-led efforts in the United States, an example of a national effort in the United Kingdom, and suggestions for states considering a performance-based scale.
Practical Guide to Designing Comprehensive Principal Evaluation Systems: A Tool to Assist in the Development of Principal Evaluation Systems. Revised Edition
Author: Clifford, Matthew
Date: 2014-02-00
Type: Guides - Non-Classroom
Subjects: Principals,Administrator Evaluation,Program Development,Evaluation Criteria,Evaluation Methods,Models,Summative Evaluation,Formative Evaluation,Administrator Effectiveness,Standards,Strategic Planning,Organizational Communication,Stakeholders,Committees,Capacity Building,Accountability,State Standards,State Regulation,Federal Regulation,Feedback (Response)

Across the country, states and districts are designing principal evaluation systems as a means of improving leadership, learning, and school performance. Principal evaluation systems hold potential for supporting leaders' learning and sense of accountability for instructional excellence and student performance. Principal evaluation also is an important component of state and district systems of leadership support efforts, especially when newly designed evaluation systems work in conjunction with principal certification, hiring, and professional development systems. This &quot;Practical Guide to Designing Comprehensive Principal Evaluation Systems&quot; is intended to assist states and districts in developing systems of principal evaluation and support. The guide is organized into three sections: (1) Research and Policy Context; (2) State Accountability and District Responsibility in Principal Evaluation Systems; and (3) Development and Implementation of Comprehensive Principal Evaluation Systems. The document should be used as a facilitation tool for conversation among designers. State and district policymakers should address all components of the guide, but also should capitalize on local capacity and processes when doing so. The authors provide recommendations and the appendices: (1) Glossary of Terms; and (2) Some Principal Evaluation Measures.