ethanporcaro/eric-fulltext-meta huggingface dataset:
The Changing Role of the Principal: How High-Achieving Districts Are Recalibrating School Leadership
Author: Alvoid, Lee
Date: 2014-07-00
Type: Reports - Research
Subjects: Principals,Administrator Role,Case Studies,Educational Change,Educational Innovation,Leadership Training,Instructional Leadership,Coaching (Performance),Feedback (Response),Professional Development,College School Cooperation,Interviews,School Districts

The principal has historically been portrayed in television and film as decidedly unheroic. In the public mind, principals were often thought of as mere school-building managers, individuals who were more interested in wielding power and enforcing compliance than in the loftier concerns of teaching and learning. Today, however, those stale notions could not be further from the truth. The job of a modern-day principal has transformed into something that would be almost unrecognizable to the principals of the 1960s, 1970s, and 1980s. This report examines the changing landscape of school leadership, most notably as a result of increased expectations around instructional improvement and teacher development. Also included are a series of case studies that shine a light on innovative ways in which districts are training and supporting school leaders so that they are able to meet the ever-increasing demands placed upon them, such as a strategic focus on coaching and instructional feedback, customized professional development, streamlining of the principal's job duties, and partnerships with universities and nonprofits to train the next generation of principals. The report concludes with the appendix: Interviews with District Experts.
Reaching New Heights: Differentiation and Transformation in Higher Education
Author: Colleges Ontario (Canada)
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Economic Development,Job Development,Employment Opportunities,Higher Education,Academic Degrees,Nursing Education,College Credits,Transfer Policy,Apprenticeships,Technology Uses in Education,Sustainability,Accountability

The priority for the Ontario government--for its economic ministries, its education ministries, and for the entire government--must be economic growth and helping more people find good jobs. This is particularly important for the province's young people. Far too many young people are unemployed or underemployed and are giving up hope of finding rewarding success in meaningful careers. It will be essential for the government to explore new ways to promote economic growth and create jobs. There must be more opportunities for people to fulfill their potential and utilize their strengths, allowing them to make a significant contribution to the province's overall growth and prosperity. At the same time, job growth must be accompanied by substantive reforms that ensure the people seeking work have the right talents and skills to successfully fill the new positions that are created. The government must address the skills mismatch that employers and many experts say is hurting the economy. In this report Ontario's public colleges responded to the provincial government's consultations on differentiation in the sector and recommended measures to improve post-secondary education.
The New Education CFO: From Scorekeeper to Strategic Leader
Author: Hovey, Don
Date: 2014-06-00
Type: Reports - Research
Subjects: School Business Officials,Educational Finance,Money Management,Leadership Role,Compliance (Legal),Accountability,Surveys,Educational Planning,Strategic Planning,Administrator Education,Training,Social Networks,Educational Equity (Finance),School District Spending,Decision Making

Traditionally, district and corporate leaders regarded chief financial officers, or CFOs, as chief accountants. They were the individuals tasked with ensuring financial compliance, settling the books, creating reports, and cutting costs. The CFO was inherently risk averse and internally focused; he or she was there to backstop the ambitious plans of others. Strategic CFOs provide chief executive officers and their leadership teams with actionable data and make explicit the choices and tradeoffs required in tight budgetary times. They partner with other executives to look at a company's cost structure and investments across the board and help make sure that the budget reflects an organization's priorities. Strategic CFOs understand the &quot;why&quot; behind financial decisions, can effectively communicate that to the public, and focus on building sustainability. Put simply, today's CFOs look not just backward but forward as well. The challenges facing our nation's school systems demand a similar transformation in financial leadership. New, higher standards and teacher-evaluation systems increase schools' accountability for significant improvement in student outcomes at a time when schools face tightening budgets. Furthermore, students are arriving at school with greater needs than ever before, and districts must prepare them for the increased demands of college and careers in the 21st century. This report presents findings from the author's research, including survey responses, and offers recommendations on how best to develop the next generation of strategic CFOs. Among the findings: (1) School CFOs are not always a key part of district management culture; and (2) CFOs lack the time and staffing to do more in-depth analyses or planning or to quantify the impact of inflexible structures, which makes strategic resource use difficult. Based on these findings, specific recommendations include: (1) Create induction and other training programs for CFOs; (2) Build networks for continuous learning and mutual support for CFOs; (3) Increase transparency and establish decision-support dashboards; and (4) Implement programs that support increased fiscal equity and flexibility. There are indeed deep challenges to the evolution of the strategic education CFO--challenges that require states, districts, governors, advocacy organizations, and stakeholders to all play a role. It is abundantly clear that business as usual cannot continue. The time to transform how to approach the district budgeting process is now.
Aspirations to Achievement: Men of Color and Community Colleges. A Special Report from the Center for Community College Student Engagement
Author: Center for Community College Student Engagement
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Academic Aspiration,College Role,Achievement Gap,Graduation Rate,African American Achievement,African American Students,Higher Education,Academic Persistence,Equal Education,Reflection,Advisory Committees,Educational Practices,Barriers,Performance Factors,Change Strategies,Achievement Need,School Holding Power

Consistently and unmistakably, data show a persistent gap separating Latinos and Black males from other student groups on measures of academic progress and college completion. These gaps exist across higher education. They are undeniable and unacceptable. Men of color have high aspirations when they begin higher education. Why are these aspirations not matched by similarly high outcomes? Until higher education institutions fully embrace the charge of eliminating this disparity, we cannot effectively serve our students, our communities, our national economy, or our democracy. There are two reasons that community colleges can--and should--take the lead in this work. First, community colleges open their doors to all students, and they are the higher education institutions most likely to serve men of color. Second, open access is just the first step toward attaining the equity ingrained in the mission of community colleges. The more significant work is ensuring that every student has the support he or she needs to succeed. If community colleges can make this experience the norm for every student, the gaps will close. The Center for Community College Student Engagement has spent the past two years exploring data related to men of color in community colleges. Center staff members have worked with experts in the field, listened systematically to students, and conducted new analyses of Center data. The result is actionable, practical information that colleges can use to create the conditions for success. The issues discussed in this report can be deeply personal and emotionally difficult. Moreover, they play out against the backdrop of both the nation's history and the continuing reality of inequity across American social systems, including health, child welfare, employment, criminal justice, and education at all levels. These larger societal issues provide important context, but this report has a narrower focus. Directed to community college educators, it adds to a body of work by respected scholars and practitioners. It seeks to build understanding of the experiences of Latinos and Black males in community colleges--and offers strategies colleges should consider as they work to strengthen those experiences so they lead to better outcomes.
Strengthening the Role of Part-Time Faculty in Community Colleges. Focus Group Toolkit
Author: Center for Community College Student Engagement
Date: 2014-00-00
Type: Tests/Questionnaires
Subjects: Community Colleges,Focus Groups,Part Time Faculty,Teacher Surveys,Teacher Attitudes,Teaching Experience,Guidelines,Program Design,Program Descriptions,Program Development,Guides,Educational Resources,Educational Practices

The Center for Community College Student Engagement encourages colleges to hold focus groups with part-time and full-time faculty to learn about differences in the faculty and their experience at their college and to complement survey data. Survey responses tell the &quot;what&quot; about faculty's experiences; through conducting focus groups, colleges will learn the &quot;why.&quot; In addition to gathering specific details about faculty perceptions and experiences, these structured discussions will also help uncover possible strategies to consider for strengthening the role of part-time faculty at the college. Provided in this toolkit are materials for organizing focus groups and sample focus group discussion guides for faculty. In addition, sample quantitative response sheets are provided to gather basic demographic information, as well as information to complement findings from discussions. [This toolkit was produced as part of the Center initiative Strengthening the Role of Part-Time Faculty in Community Colleges, supported by MetLife Foundation.]
A Matter of Degrees: Practices to Pathways. High-Impact Practices for Community College Student Success
Author: Center for Community College Student Engagement
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Success,Educational Practices,Best Practices,Needs Assessment,Effective Schools Research,Graduation Rate,Program Effectiveness,Developmental Programs,Grades (Scholastic),Academic Persistence,Learning Experience,Cooperative Learning,Learner Engagement,Student Participation,Educational Indicators,Change Strategies,Student Experience,Program Design,Design Requirements,Educational Resources,Advisory Committees,Models,Student Records,School Surveys,Statistical Analysis

Today's nationwide focus on college completion is central to both individual and societal success. For individuals, attaining a credential has become essential to earn a livable wage and support a family. In addition, as each person's educational attainment increases, so does his or her capacity to contribute to the economy, his or her community, and the democratic process. Community colleges--which educate most of the students who are statistically least likely to earn degrees--are at the heart of improving college success, and a number of community college leadership organizations have pledged to improve college completion rates. The Center for Community College Student Engagement has spent more than 10 years providing colleges with data they can use to understand and improve the educational experiences of their students. With today's reality of growing demand for higher education, constrained budgets, and greater accountability, acting on such data is more important than ever. Colleges have to make difficult choices about time, money, and other resources. And every one of those decisions should be guided by a single question: What action will help the most students succeed? &quot;A Matter of Degrees: Practices to Pathways&quot; is the third of three reports that are part of the Center's special initiative, Identifying and Promoting High-Impact Educational Practices in Community Colleges. This report focuses on the critical next-level challenge in community college work: strengthening student success by identifying the educational practices that matter most and integrating them into coherent academic and career pathways &quot;for all students.&quot; Toward that end, this report offers exploratory analyses of relationships between high-impact practices and student outcomes.
Strengthening the Role of Part-Time Faculty in Community Colleges. Example Job Description for Part-Time Faculty: Valencia College--Job Description and Essential Competencies
Author: Center for Community College Student Engagement
Date: 2013-07-09
Type: Reports - Descriptive
Subjects: Community Colleges,Part Time Faculty,Occupational Information,Adjunct Faculty,Teacher Qualifications,Job Skills,Teacher Competencies,Student Evaluation,Inclusion,Student Diversity,Educational Strategies,Educational Planning

In an effort to support college conversations regarding strengthening the role of part-time faculty, this brief document presents the job description for a Valencia College part-time/adjunct professor (revised as of July 19, 2013). The description includes essential functions, qualifications, and knowledge, skills, and abilities. This is followed by Valencia educator essential competencies (effective September 7, 2011) which include: assessment, inclusion and diversity, learning-centered teaching strategies, LifeMap, outcomes-based practice, professional commitment, and scholarship of teaching and learning. Each essential competency includes a section on performance indicators: evidence of learning.
Contingent Commitments: Bringing Part-Time Faculty into Focus. Methodology Supplement
Author: Center for Community College Student Engagement
Date: 2014-04-07
Type: Reports - Research
Subjects: Part Time Faculty,Adjunct Faculty,Community Colleges,Faculty Development,Teaching Conditions,Expectation,Statistical Analysis,Comparative Analysis

Center reporting prior to 2013 focused primarily on descriptive statistics (frequencies and means) of student and faculty behaviors. The goal of the analyses reported here and in &quot;Contingent Commitments: Bringing Part-Time Faculty into Focus&quot; is to understand the engagement of part-time or contingent faculty in various activities that are directly related to student learning (e.g., holding office hours, participation in high-impact practices such as learning communities, student success courses, accelerated developmental education, etc.) as well as opportunities to be involved in non-instructional roles (e.g., review and/or development of curricula, service, institutional governance, and participation in professional development). This paper also examines these roles in comparison to full-time faculty to understand where there are differences in opportunities for part-time faculty. [For the full report, see ED561121.]
Contingent Commitments: Bringing Part-Time Faculty into Focus. A Special Report from the Center for Community College Student Engagement
Author: Center for Community College Student Engagement
Date: 2014-00-00
Type: Reports - Research
Subjects: Part Time Faculty,Adjunct Faculty,Community Colleges,Focus Groups,Orientation,Professional Development,Mentors,Educational Environment,Physical Environment,Teaching Conditions,Teacher Evaluation,Incentives,Compensation (Remuneration),Recognition (Achievement),School Culture,Instructional Design,Teaching Skills,Teacher Characteristics,Teaching Experience,Tenure,Teacher Role,Teacher Selection,Expectation

Part-time faculty teach approximately 58% of U.S. community college classes and thus manage learning experiences for more than half (53%) of students enrolled in community colleges (JBL Associates, 2008). Often referred to as &quot;contingent faculty,&quot; their work is conditional; the college typically has no obligation to them beyond the current academic term. At many colleges, the use of contingent faculty began with hiring career professionals who brought real-world experience into the classroom. Historically, colleges also have hired contingent faculty when enrollment spiked, the college needed to acquire a particular type of expertise, or full-time faculty members were not available to teach a particular course. Increasingly, however, contingent faculty have become a fundamental feature of the economic model that sustains community college education. Because they typically have lower pay levels than full-time faculty and receive minimal, if any, benefits, part-time faculty are institutions' least expensive way to deliver instruction. As public funding, as a percentage of college costs, has steadily declined--and as colleges have been forced to find ways to contain costs so they can sustain college access--the proportion of part-time faculty has grown at colleges across the country. Today part-time faculty far outnumber full-time faculty at most colleges. For the past three years, the Center for Community College Student Engagement has listened systematically to part-time faculty and their full-time colleagues, including faculty, staff, and administrators. This report, which draws in part on 32 focus groups with these individuals, aims to help colleges improve engagement with part-time faculty so more students have access to the experiences that will lead to success. [For the Methodology Supplement, see ED561120.]
The Examining Evaluator Feedback Survey. REL 2016-100
Author: Cherasaro, Trudy L.
Date: 2015-11-00
Type: Guides - Non-Classroom
Subjects: Teacher Surveys,Evaluators,Teacher Attitudes,Feedback (Response),Teacher Evaluation,Teacher Response,Test Reliability,Test Validity,Accuracy,Credibility,Faculty Development,Elementary School Teachers,Secondary School Teachers

This report presents a survey tool, developed by REL Central at Marzano Research, designed to gather information from teachers about their perceptions of and responses to evaluator feedback. District or state administrators can use this survey to systematically collect teacher perceptions on five key aspects of evaluation feedback: (1) feedback usefulness, (2) feedback accuracy, (3) evaluator credibility, (4) access to resources related to feedback, and (5) teacher response to feedback. The survey tool was developed using an iterative process that included expert review, cognitive interviews, and a pilot study. Evidence regarding the reliability and validity of the survey tool is also reported. The following are appended: (1) The Examining Evaluator Feedback Survey; (2) Related literature; and (3) Survey development methods.
Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District. What's Happening. REL 2016-099
Author: Rice, John
Date: 2015-11-00
Type: Reports - Research
Subjects: School Districts,Honors Curriculum,Language Arts,Mathematics Achievement,Advanced Placement Programs,Reading Achievement,Academic Achievement,Probability,High School Graduates,Institutional Characteristics,Standardized Tests,Regression (Statistics),Grade 9,Criterion Referenced Tests,Student Records

The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and the likelihood of students completing an advanced course, and whether the nature of this relationship differs between different types of high schools. The REL West study team conducted a series of logistic regressions using records for 26,529 Clark County School District (CCSD) graduates from 43 high schools in 2011 and 2012. Student achievement prior to entering high school was measured using each student's grade 8 ELA and mathematics scores from Nevada's Criterion-Referenced Test (CRT). The results indicate that among students with similar levels of prior achievement, students have a greater likelihood of completing an honors English language arts course if they attend a magnet high school than if they attend a comprehensive high school, but there is no statistical difference between school types in the likelihood of students completing an honors mathematics course. Also, there is a stronger relationship between past achievement and the likelihood of completing an Advanced Placement course for students in the comprehensive high schools compared to those in magnet high schools. However, this was not the case for the relationship between past achievement and the likelihood of completing an honors course. Appended are: (1) Analytic Methods; (2) Logistic Regression Solutions for Fixed Effects; (3) Distribution of Graduates from Magnet and Comprehensive High Schools; and (4) Supplemental Analyses: Analytic Methods and Logistic Regression Solutions for Fixed Effects.
Status of Implementation of Strategic Recommendations for Advancing Ohio's Innovation Economy. Sixth Report on the Condition of Higher Education in Ohio
Author: Ohio Board of Regents
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Career Development,Education Work Relationship,Career Readiness,Labor Force,Curriculum Development,Job Skills,Skill Development,Internship Programs,Apprenticeships,Cooperation,Preschool Teachers,Outcomes of Education,Teacher Education,STEM Education

This Sixth Condition Report represents a snapshot of a moment in time. It focuses on critical enabling conditions and initial implementation steps for a strategically chosen subset of the action steps embedded in the Task Force's full slate of recommendations. As such, this report serves four essential purposes: (1) It identifies a selective set of high-impact priority goals and related activities that represent the initial phase of implementation of the Fifth Condition Report recommendations; (2) It highlights the results of a survey of Ohio higher education institutions and other organizations regarding significant commercialization activities launched both before and after the publication of the Fifth Condition Report; (3) It provides a status report on activities to date for a limited number of priority goals critical to the initial stages of implementation of the Task Force recommendations; and (4) It proposes a number of additional strategies and priorities for consideration as Ohio moves forward with subsequent stages of implementation of those recommendations. The following are appended: (1) University System of Ohio Overview; (2) Indicators Used in National Benchmark Data; (3) Research Expenditures at Ohio Public and Private Universities; (4) Recipients of Ohio Means Internships &amp; Co-ops Grants (December 2012); (5) Metrics Definitions; (6) Ohio Woodrow Wilson Fellows Placement Information &amp; Choose Ohio First Demographic Data; (7) STEM Degrees Awarded at University System of Ohio Institutions: FY 2007 to FY 2012; and (8) Number of Students Enrolled in Fall Term Who Participated in Work-Based Learning in any Term of the Academic Year: Fall 2009 to Fall 2011 by Gender.