ethanporcaro/eric-fulltext-meta huggingface dataset:
School Turnaround Leaders: Competencies for Success. Part of the School Turnaround Collection from Public Impact
Author: Public Impact
Date: 2008-06-00
Type: Guides - Non-Classroom
Subjects: Evidence,Educational Change,School Turnaround,Leadership Effectiveness,Cooperation,Competence,Administrator Characteristics,Academic Achievement,Self Esteem,Problem Solving,Accountability,Educational Planning,Thinking Skills

Evidence collected over the last 30 years suggests that effective school leaders significantly influence student learning and other aspects of school performance. Documented experience also indicates that individual leaders in failing organizations in various sectors, including education, can effect rapid, dramatic improvements. School turnaround is possible, but it takes a broader, concerted effort with daring leadership at the helm and persistent, achievement-oriented collaboration among staff. That is the stuff of which rapid, bad-to-great turnarounds across sectors are made. This guide aims to help districts attempting turnarounds understand the underlying characteristics of leaders likely to succeed in this unique context, based on the best available research to date. As more schools attempt turnarounds, increasingly accurate, detailed descriptions of leaders who are successful in this context will be possible. This is a companion guide to several other documents related to selecting leaders and teachers for turnaround schools. All of these guides seek to clarify the most critical competencies--or patterns of thinking, feeling, speaking and acting--that enable people to be successful in attempts to transform schools from failure to excellence quickly and dramatically. This guide provides leader competency definitions, school examples, and detailed levels of increasingly effective competence. (Contains 7 footnotes.) [Contributors include Lucy M. Steiner, Emily Ayscue Hassel and Bryan Hassel. For related reports, see "School Turnaround Leaders: Selection Toolkit. Part of the School Turnaround Collection from Public Impact" (ED539543); "School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact" (ED539546); and "School Turnaround Teachers: Selection Toolkit. Part of the School Turnaround Collection from Public Impact" (ED539551).]
Group of Eight Infrastructure Condition Survey 2007. Aggregated Data
Author: Group of Eight (Australia)
Date: 2008-11-00
Type: Reports - Research
Subjects: Higher Education,Foreign Countries,Grants,Investment,Facilities Management,Universities,Educational Facilities Improvement,Surveys

The &quot;Group of Eight Infrastructure Condition Survey 2007&quot; represents the Go8's first effort to enhance the quality of information available about the condition of building and support infrastructure of member universities, their capital investment trends and challenges. The survey aims to support the systematic benchmarking of facilities across the Go8, by complementing data shared annually by Australian universities through the Tertiary Education Facilities Management Association of Australia (TEFMA). The survey demonstrates starkly that Go8 universities face significant challenges in accessing capital to replace or refurbish ageing teaching and research infrastructure built predominantly between 1940 and 1980. This stock alone accounts for some 56% of total Go8 building infrastructure, 61% of total support infrastructure and backlog maintenance liabilities of $1.19 billion or 68% of total. Given the rapid period of expansion the Australian tertiary education sector underwent during the post World War II period, it is likely that the findings of the Go8 survey are indicative of the challenges all Australian universities face in refurbishing or replacing this ageing stock. It is also likely, however, that the infrastructure challenges Go8 universities face are more acute than other Australian universities due to their relatively large share of heritage listed buildings, their relative research intensiveness, their success in winning nationally competitive research grants, and the resulting disproportionate impact on them of the failure of programs in support of research and research training to cover full economic costs. The survey's key findings are presented. Appended are: (1) Survey Responses &amp; Data; and (2) TEFMA Definitions. (Contains 37 figures, 1 table, and 17 footnotes.)
How to Know when Dramatic Change Is on Track: Leading Indicators of School Turnarounds
Author: Kowal, Julie
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Strategies,Evidence,Business,Nonprofit Organizations,Public Agencies,Educational Change,Research and Development,School Turnaround,Low Achievement,Educational Improvement,Educational Indicators,School Districts,Leadership,Administrators,Academic Achievement,Educational Assessment,Intervention,Educational Legislation,Federal Legislation

In recent years, national policymakers have placed new emphasis on &quot;school turnarounds&quot; as a strategy for rapid, dramatic improvement in chronically failing schools, calling on education leaders to turn around performance in the 5,000 lowest-achieving schools nationwide. This goal may seem daunting, given the dismal success rates of school improvement efforts of past years. Indeed, even outside education--in for-profit businesses, nonprofit organizations and government agencies--bad-to-great turnaround and &quot;major change&quot; efforts succeed only about 30 percent of the time. Given these odds, the success of the turnaround strategy in education will depend largely on the speed with which districts and leaders spot schools that are of-track and quickly redirect major change. Leading indicators are the early signs that leaders outside education use regularly to determine whether an organization is on the right track or destined to fail. In school turnarounds, leading indicators can provide early evidence about whether a school is on track--and if not, how to intervene to increase the odds of success. In this report, the authors summarize the research and experience from other settings--including venture capital, franchising, and research and development in industries such as pharmaceuticals--in which leaders have long relied on leading indicators to enhance the likelihood of success. From these lessons, they identify key principles and processes to guide the design and use of leading indicators in education. By critically examining systems in other sectors, and analyzing potential lessons for school turnarounds, education leaders can bring the benefits of leading indicators to bear where it is not simply dollars but students' futures at stake. In other sectors, organization leaders identify a set of starting leading indicators based on known success factors in the industry and the nature of the venture being monitored; zealously monitor those indicators for signs of impending success or failure; and then act on what the indicators reveal, using data to target assistance, modify investments, or redirect their focus. (Contains 2 tables and 67 notes.) [Funding for this paper was provided by the University of Virginia's Darden/Curry Partnership for Leaders in Education.]
Building Family and Community Demand for Dramatic Change in Schools
Author: Brinson, Dana
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: School Community Relationship,Educational Change,Attitude Change,Change Agents,Change Strategies,School Effectiveness,Low Achievement,Failure,Resistance to Change,Community Organizations,Stakeholders,Urban Environment,Politics of Education,School Districts,Trust (Psychology),Systems Approach

District-led, dramatic change efforts in failing schools--including turnarounds and school closures--often face strong resistance from families and communities. Resistance may be based on years of tension and distrust between districts and communities, failed past school improvement efforts, or a lack of understanding about the chasm between a failing school's performance and what is possible. We asked what districts and community organizations have done to engage families and communities in demanding dramatic change in their schools and how various stakeholders have been involved in establishing shared values and goals for change, choosing from available options, and holding districts accountable for improving outcomes for children. This report and related presentation share lessons learned about the barriers districts and communities across the country have faced in building community demand for dramatic change as well as strategies for overcoming those barriers. The report includes three vignettes about efforts to build community demand for dramatic change in Denver, Philadelphia, and Chicago schools. (Contains 13 notes and 4 resources.) [Additional funding for this paper was provided by the NewSchools Venture Fund.]
Importing Leaders for School Turnarounds: Lessons and Opportunities
Author: Kowal, Julie
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Private Sector,School Turnaround,Leadership Role,Faculty Recruitment,Administrator Education,Leadership Training,Leadership Effectiveness,Administrator Characteristics

One of the biggest challenges in education today is identifying talented candidates to successfully lead turnarounds of persistently low-achieving schools. Evidence suggests that the traditional principal pool is already stretched to capacity and cannot supply enough leaders to fix failing schools. But potentially thousands of leaders capable of managing successful turnarounds work outside education, in nonprofit and health organizations, the military, and the private sector. If only a fraction of those leaders used their talents in education, we could increase the supply of school turnaround leaders significantly. In this report prepared by Public Impact for the University of Virginia's Partnership for Leaders in Education, Julie Kowal and Emily Hassel explore lessons about when and how organizations in other sectors import leaders--including how they tempt people away, train them, and foster their success--to inform efforts by state and local leaders to import talent for failing schools. (Contains 1 figure and 43 notes.) [Funding for this paper was provided by the University of Virginia's Darden/Curry Partnership for Leaders in Education.]
3x for All: Extending the Reach of Education's Best. Building an Opportunity Culture for America's Teachers
Author: Hassel, Emily Ayscue
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Student Relationship,Teacher Student Ratio,Teacher Distribution,School Restructuring,Organizational Change,Teaching Conditions,Classroom Environment,Interaction,Elementary Secondary Education

Teacher effectiveness has the largest impact of school effects on student learning, and research indicates that top-quintile teachers produce learning gains three times (3X) that of bottom-quintile teachers. However, the supply of these "3X" teachers is limited. Meanwhile, 3X teachers affect only a small portion of children each year, no more than bottom quintile teachers. Instead of just trying to recruit more great teachers, what if schools chose to reach more children with the great teachers they already have? Reach extension can take several forms, such as redesigning jobs to concentrate 3X teacher time on instruction, putting star teachers in charge of more children's learning, and using technology to extend 3X teacher reach and meet their standard. Potential reach-extension methods vary according to the level of "touch," or direct student interaction with 3X teachers, and "reach," or number of children served by each 3X instructor. By eliminating rote and non-instructional duties from 3X teachers' schedules, "many methods would increase touch and reach simultaneously--especially benefiting students who, because of age or learning needs, learn best with high levels of teacher interaction (see page 12 for examples). Even high-touch, low-reach methods of reach extension could significantly increase the number of children learning from top-quintile teachers". Star teachers whose reach is ex-tended would have unprecedented opportunities for achievement and could be paid more from existing per-pupil funding streams. The goal of this working paper is not to provide a complete prescription but to launch further thinking and action to achieve 3X for All. (Contains 19 notes.)
Higher Education Web Portals: Serving State and Student Transfer Needs. Research Brief
Author: McGill, Mollie
Date: 2010-09-00
Type: Reports - Research
Subjects: Articulation (Education),Internet,College Transfer Students,Best Practices,Web Sites,Higher Education,College Credits,Student Needs,Online Surveys,Educational Finance,Access to Information

Students need access to web-based resources where they can easily learn about the transfer options available to them--so they can save time and money as they strive to meet their educational goals. This study, conducted by the Western Interstate Commission for Higher Education Cooperative for Educational Technologies (WCET), is one component of the "Best Practices in Statewide Articulation and Transfer Systems" project, funded by Lumina Foundation for Education, and conducted by Hezel Associates and the Western Interstate Commission for Higher Education (WICHE). This brief will help inform a companion project on college access portals being conducted by the Southern Regional Education Board (SREB) and also funded by Lumina Foundation for Education. Together, the findings from both the WICHE and SREB research will help lay the groundwork for important discussions about the policy landscape around web portals, including their effectiveness and what the future may hold. (Contains 4 figures, 2 tables, 4 online resources, and 5 endnotes.)
Going the Distance in Adult College Completion: Lessons from the &quot;Non-Traditional No More&quot; Project
Author: Lane, Patrick
Date: 2012-06-00
Type: Reports - Research
Subjects: College Credits,Postsecondary Education,Educational Attainment,Adult Learning,Adult Students,Graduation,Adults,College Students,Barriers,Educational Policy,Educational Practices,Outcomes of Education,Educational Strategies,College Readiness

From 2008 to 2011, the Western Interstate Commission for Higher Education (WICHE) worked with six states (Arkansas, Colorado, Nevada, New Jersey, North Dakota, and South Dakota) to improve policies and practices to increase adult degree completion as a way to raise overall state educational attainment levels. With funding from Lumina Foundation, the project, known as &quot;Nontraditional No More: Policy Solutions for Adult Learners,&quot; identified and eliminated barriers that keep adults with prior college credit from returning to postsecondary education and completing their degrees. By bringing together state and institutional leaders, the project pursued two main objectives: identifying &quot;ready adults,&quot; or those who earned a significant number of prior college credits before leaving postsecondary education without earning a credential; and building a pathway to postsecondary success. (Contains 7 tables and 104 endnotes.)
Bringing Adults Back to College: Designing and Implementing a Statewide Concierge Model
Author: Michelau, Demaree K.
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Adult Students,Nontraditional Students,Higher Education,Reentry Students,Barriers,College Credits,Enrollment,Academic Achievement

A ready adult (or reentry) concierge is a single-point of contact at a college or university who helps returning adult students navigate the application, enrollment, and registration processes and overcome barriers to college success. To better understand the barriers faced by students in the reenrollment process and how the Concierge Model can help potential students reengage and earn a degree, the Western Interstate Commission for Higher Education (WICHE) recently collaborated with the Nevada System of Higher Education to convene a meeting of staff from each of the seven public institutions who serve as the campus concierge. This brief highlights effective strategies of ready adult concierges and provides a framework for those interested in implementing this model. (Contains 1 endnote.)
Personal Support for Pupils in Scottish Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-06-00
Type: Reports - Descriptive
Subjects: Evidence,Teaching Methods,Social Development,Foreign Countries,Technical Assistance,Performance Factors,Educational Improvement,Improvement Programs,Elementary Secondary Education,Individual Development,Career Choice,Academic Aspiration,Occupational Aspiration,Student Evaluation,Progress Monitoring,Educational Quality,Educational Environment,Instructional Leadership,Academic Support Services,Public Support

Many Scottish schools provide good personal support for their pupils. In primary schools, class teachers have played the key role while in special schools, teams of staff have worked together to promote the personal and social development of pupils. In secondary schools, an approach built around specialist guidance teachers was created some 30 years ago and, since then, has been a distinctive and important means of support for generations of young people. This report by HM Inspectorate of Education highlights significant strengths in the current approaches but also identifies some important areas where improvement is clearly needed. The report draws directly from evidence gathered from HMIE's inspection programme. It highlights encouraging developments in practice and provides an important point of reference for all those involved in designing and taking forward new models of pupil support. (Contains 2 footnotes.)
Strategies for Success: Promising Ideas in Adult College Completion. Policy Exchanges
Author: Lane, Patrick
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: College Credits,Prior Learning,Educational Change,Partnerships in Education,Graduation,Adult Students,Data,Learner Engagement,Student Recruitment,College Transfer Students

This publication is the first of a series focusing on promising new ideas and innovative practices developed through the Adult College Completion Network. The brief addresses five topics of importance to those working to improve adult college completion: (1) Data availability particular to the returning adult population; (2) Partnerships between employers and higher education institutions; (3) Communications and marketing campaigns to reach and reengage adults with prior college credit; (4) Transfer credits; and (5) Prior learning assessment. (Contains 14 online resources and 21 endnotes.)
Investigating Drama: Higher Drama and Advanced Higher Drama. Support Material for Teachers and Students
Author: Morson, Bob
Date: 2002-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Instructional Materials,Creative Activities,High School Students,Secondary School Curriculum,Multimedia Materials,Educational Technology,Course Descriptions,Advanced Courses,Drama,Teaching Methods,Video Technology,Printed Materials,Student Evaluation,Class Activities,Check Lists,Guidelines,Evaluation Criteria

The teaching of drama in Scottish secondary schools focuses on: (1) Creating; (2) Presenting; and (3) Evaluating. In engaging with these elements, students at &quot;all&quot; stages are encouraged to develop their own dramas from ideas which are prompted by a variety of stimuli. From a wide range of starting points, students work through the process of creating a drama from first thoughts to presentation. At Higher and Advanced Higher level the process is no different but, necessarily, the quality of the final product is more refined and complex as a result of students continuing to develop a higher level of skills and the progression achieved through each course of study. Through the DVD production and accompanying printed materials, this publication offers approaches to teaching &quot;Devised Drama at Advanced Higher level and Investigative Drama at Higher level.&quot; The aim of the &quot;printed material&quot; is to highlight key points and issues arising from the DVD presentation as well as to encourage reflection and evaluation. The aim of the appendices to the printed material is to illustrate processes which supported the pupils' creative responses. Appended are: (1) Holy Rood High School: Devised Drama; and (2) Lockerbie Academy: Investigative Drama. [DVD is not included with this publication.]
In the Interests of Innovation: Time for a New Approach to Negotiating Research Agreements between the Commonwealth and Australian Universities
Author: Group of Eight (Australia)
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Innovation,Foreign Countries,Government School Relationship,Research Administration,Research and Development,Financial Support,Civil Rights,Higher Education,Universities

Concerns are held across the Group of Eight (Go8) that the standard terms sought by the Commonwealth when entering into research agreements with universities misunderstand the role and nature of universities; are unnecessarily onerous and impractical; often cause delay and uncertainty due to their complexity; and serve to stifle knowledge transfer and innovation by restricting the capacity of universities to disseminate the results of the sponsored research for public benefit. This submission to the Review of the National Innovation System has been prepared by the legal counsel of all Go8 universities to propose options for addressing these issues. The Go8 believes that the Review presents an opportunity for the Commonwealth and the university sector to seek to reach agreement over a new set of principles to underpin research agreements--principles designed to ensure that Commonwealth/university research agreements serve to maximise efficiency, certainty and the potential for public benefit to flow from publicly funded research. This paper offers eight principles to stimulate discussion about the desirability and feasibility of Australia developing standard research contract &quot;agreements&quot; or &quot;templates&quot; which clarify and simplify the research contract negotiation process between the Commonwealth and universities. (Contains 3 footnotes.)