ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating School Principals. Tips &amp; Tools
Author: Brown-Sims, Melissa
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: School Effectiveness,Educational Improvement,Principals,Instructional Leadership,Administrator Effectiveness,Formative Evaluation,Summative Evaluation,Administrator Evaluation,Feedback (Response),Evaluation Utilization,Professional Development,Standards,Evaluation Methods,Urban Schools,Administrator Role

With the need to meet a set of higher accountability standards such as Interstate School Leaders Licensure Consortium (ISLLC) Standards and the AYP benchmarks of the NCLB Act, for example, school principals are faced with the knowledge that they play a vital role in school effectiveness as well as teacher retention, parent participation, and student behavior. As a result, it is important for principals to find ways to continually stay abreast of the best strategies for tackling day-to-day and long-term school issues such as acquiring and allocating resources, maintaining a clearly articulated vision that is focused on student learning, establishing trust and open lines of communication among faculty and staff, and, perhaps most importantly, providing instructional leadership. Two valuable strategies that can be used to identify areas of improvement for individual administrators are through the use of formative and summative assessments. Formative and summative assessments for administrators serve a multitude of purposes. These assessments should be used by school districts to evaluate and assess potential areas for improvement for individual school principals in order to target professional developmental needs, and they should be adaptable enough to take into account a principal's workplace contexts (e.g., urbanicity or poverty level). This paper presents a list of important points that both the district and the building-level principals should remember before embarking on the use of formative and summative assessment to improve leadership practices.
Communication Framework for Measuring Teacher Quality and Effectiveness: Bringing Coherence to the Conversation
Author: Coggshall, Jane G.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Teacher Effectiveness,Measurement,Professional Development,Measures (Individuals),Teacher Evaluation,Standards

Teacher effectiveness is one of the many dimensions of teacher quality, and some argue that it is the most crucial dimension. The appropriate definition and measurement of teacher effectiveness are the subject of an important ongoing national conversation--as well as the source of some contention and a fair amount of confusion. To promote effective dialogue about the measurement of teacher quality and effectiveness, the National Comprehensive Center for Teacher Quality (NCCTQ) developed this communication framework.  Its purpose is to facilitate communication about policies regarding teacher effectiveness by helping to build a shared understanding of the terminology used in the discussion. By presenting a brief overview of teacher quality and the various instruments that can be sued to collect evidence of its many facets, the framework intends to illuminate both the possibilities and the limitations of focusing on teacher effectiveness (as opposed to other dimensions of teacher quality) in education policy and practice. Appended are: (1) Definitions of Key Measurement Terms; (2) Communication Tools; (3) Resources That Provide Information on Standards for Teaching Quality; and (4) Key Resources from NCCTQ. (Contains 3 tables.)
Teacher Preparation and Professional Development in Effective Learning Strategy Instruction. TQ Connection Issue Paper
Author: Schumaker, Jean B.
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Teaching Methods,Learning Strategies,Outcomes of Education,Educational Innovation,Teacher Education

One way of helping students with learning disabilities and other struggling learners become independent life-long learners is to teach them how to use learning strategies in effective and efficient ways. Learning strategy instruction is instruction in how to learn and perform in academic environments such that positive outcomes result. Teachers must know how to teach students to use learning strategies so that students have the opportunity to succeed in today's schools and meet rigorous standards. The objectives of this issue paper are as follows: (1) Describe learning strategies and provide a brief review of some of the literature that demonstrates that learning strategy instruction can effectively transform ineffective learners into effective learners; (2) Explain the kinds of knowledge and skills teachers must acquire to be competent learning strategy instructors; and (3) Make recommendations related to teacher training programs that specifically address learning strategy instruction. Appended are: (1) Innovation Configuration for Learning Strategy Instruction; and (2) Additional Resources for Professors, Professional Developers, and Coaches. (Contains 46 resources.)
Evaluating the Effectiveness of Teacher Preparation Programs for Support and Accountability. Research &amp; Policy Brief
Author: Coggshall, Jane G.
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Accountability,Program Effectiveness,Stakeholders,Program Evaluation,State Departments of Education,Teacher Education,Teacher Education Programs,Public Officials,Outcome Measures,Outcomes of Education,Educational Innovation,Student Teaching,Graduate Surveys,Teacher Persistence

To meet the new and more rigorous college- and career-ready standards for student learning, all of today's students must have access to effective teaching--every day and in every classroom. As teachers and their school leaders are increasingly held accountable for implementing consistently effective teaching, calls for holding the programs that prepare them accountable have increased in kind. State and federal policymakers are therefore seeking to change how teacher preparation programs are evaluated--for the purposes of accountability and support. This brief explores research that points to the opportunities and the challenges that evaluating teacher preparation programs differently presents. To begin laying the groundwork for the complex work ahead, the authors provide information on the following policy-relevant questions: (1) What is the current status of teacher preparation program accountability and support?; (2) How is teacher preparation program evaluation changing?; (3) What are some ways to evaluate programs using the evidence of the quality of program processes?; (4) What are some ways to evaluate programs using the evidence of impact on outcomes?; (5) What are the strengths, weaknesses, opportunities, and challenges of each approach?; and (6) How are states on the forefront of change--Louisiana, Texas, Tennessee, North Carolina, Ohio, and Florida--approaching the evaluation of their teacher preparation programs? The authors offer answers to these questions but do not suggest that one particular approach is necessarily superior to another; they provide a resource for state education agency personnel and other state-level stakeholders to use as they redesign systems of teacher preparation program accountability and support. Appendix includes: &quot;Process and Outcomes Measures: Strengths and Weaknesses.&quot; (Contains 3 tables, 2 figures and 17 footnotes.)
America's Opportunity: Teacher Effectiveness and Equity in K-12 Classrooms
Author: Goe, Laura, Ed.
Date: 2009-10-00
Type: Collected Works - General
Subjects: Teacher Effectiveness,Program Effectiveness,Leadership Responsibility,Educational Change,Communities of Practice,Human Resources,Elementary Secondary Education,Public Officials,Capacity Building,Teacher Distribution,Teacher Evaluation,Teacher Salaries,Teacher Education

Questions about whether states play a role in ensuring access to high-quality teaching talent in local communities have ceased. Increasingly, states are encouraging and requiring more robust preparation programs; more efficient human resources departments that identify, recruit, place, and support the most effective educators; and more continuous and focused support for efforts to promote and retain the best and brightest in the profession. This publication documents the growing recognition among state policymakers of their leadership responsibility to incentivize, support, and monitor local educator quality reforms; their capacity to address these issues more aggressively; and examples of innovative policies and practices that have emerged during the last few years. This publication contains the following: (1) Building Capacity to Increase Teacher Effectiveness and Equity (Sabrina W. M. Laine); (2) The Changing Profile of America's Teachers: Who Are Our Teachers? (Jane G. Coggshall and Amy Potemski); (3) Case Study: Montana (Lynn R. Holdheide and Robey Clark); (4) Enhancing Teacher Preparation, Development, and Support (Daniel J. Reschly, Lynn R. Holdheide, Ellen Behrstock, and Gretchen Weber); (5) Building a Community of Practice Among IHEs to Prepare New York City's Teachers (Jamie Alter with Jane G. Coggshall); (6) The Equitable Distribution of Teachers: Strategies and Results (Laura Goe); (7) The Distribution of Teachers in Delaware (Laura Goe and Carolyn Parker); (8) Addressing the Equitable Distribution of Teachers in Tennessee (Donna Carr and Georgeanne Oxnam); (9) Considerations for Using Evaluation and Compensation to Enhance Teacher Effectiveness (Cortney Rowland); (10) Case Study: Utah (Laura Goe, Marie Mancuso, and Paul Koehler); and (11) Ohio's Teacher Evaluation Guidelines (Cortney Rowland). Individual articles contain references. (Contains 15 figures and 3 tables.) [Contributing authors include Jamie Alter, Ellen Behstock, Donna Carr, Robey Clark, Jane G. Coggshall, Laura Goe; Lynn R. Holdheide, Paul Koehler,  Sabrina W.M. Laine, Marie Mancuso, Georgeanne Oxnam, Carolyn Parker, Amy Potemski, Daniel J. Reschly, Cortney Rowland, and Gretchen Weber.]
Enhancing Leadership Quality. TQ Source Tips & Tools: Emerging Strategies to Enhance Educator Quality
Author: National Comprehensive Center for Teacher Quality
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Effectiveness,Help Seeking,Leadership Effectiveness,Teacher Leadership,Teacher Education,Leadership Training

Teaching Quality (TQ) Source Tips & Tools: Emerging Strategies to Enhance Educator Quality is an online resource developed by the TQ Center. It is designed to help education practitioners tap into strategies and resources they can use to enhance educator quality. This publication is based on the TQ Source Tips & Tools topic area "Enhancing Leadership Quality." It summarizes the three key issues in this topic area: (1) Enhancing Teacher Leadership; (2) Identifying How Highly Effective Leaders Support Teachers; and (3) Improving the Preparation of School and District Leaders. Individual sections contain resources.
A Practical Guide to Evaluating Teacher Effectiveness
Author: Little, Olivia
Date: 2009-04-00
Type: Guides - Non-Classroom
Subjects: Academic Achievement,Teacher Effectiveness,Measurement,Teaching Methods,Teacher Evaluation,Evaluation Methods,Teacher Administrator Relationship,Observation,Program Evaluation,Student Evaluation

There are many different conceptions of teacher effectiveness, and defining it is complex and sometimes generates controversy. Teacher effectiveness is often defined as the ability to produce gains in student achievement scores. This prevailing concept of teacher effectiveness is far too narrow, and this guide presents an expanded view of what constitutes teacher effectiveness. The guide outlines the methods available to measure teacher effectiveness and discusses the utility of these methods for addressing specific aspects of teaching. Those charged with the task of identifying measures of teacher effectiveness are encouraged to carefully consider which aspects are most important to their context--whether national, state, or local. In addition, the guide offers recommendations for improving teacher evaluation systems. The conclusion indicates that a well-conceived system should combine approaches to gain the most complete understanding of teaching and that administrators and teachers should work together to create a system that supports teachers as well as evaluates them. Appended are: (1) Validity and Measurement Terms; (2) Planning Guide; (3) Summary of Measures; and (4) Sample of Existing Evaluation Systems. (Contains 1 table.)
Teachers of Children Who Are Partially Seeing: A Report Based on the Findings from the Study "Qualification and Preparation of Teachers of Exceptional Children". Bulletin, 1956, No. 4
Author: Mackie, Romaine P.
Date: 1956-00-00
Type: Historical Materials
Subjects: Teacher Qualifications,Preservice Teacher Education,Special Needs Students,Visual Impairments,Statistical Analysis,Teaching Experience,Teacher Attitudes,Teacher Competencies,Questionnaires

This bulletin is one of a series reporting on the nationwide study, "Qualification and Preparation of Teachers of Exceptional Children," which for the past 3 years has been a major project of the Office of Education. The findings in this study that have bearing on the qualifications of teachers of partially seeing children are reported in this bulletin. Specially, it includes information on the following subjects: (1) competencies needed by teachers of children who are partially seeing; (2) opinions on the proficiency of some teachers of the partially seeing; (3) education and experiences for acquiring these competencies; (4) summary and implications; and (5) projects for further study and research. Appended are: (1) Office of Education Study, Qualification and Preparation of Teachers of Exceptional Children; (2) The 130 Participating Teachers of Partially Seeing Children; (3) Statistical Procedures and Results; and (4) Excerpts from Inquiry Forms. Individual sections contain footnotes. (Contains 10 tables and 3 figures.) [This bulletin was written in collaboration with Gwen Retherford, Amie L. Dennison, Franklin M. Foote, and Josephine Taylor. Best copy available has been provided.]
Federal Funds for Education, 1954-55 and 1955-56. Bulletin, 1956, No. 5
Author: Hutchins, Clayton D.
Date: 1956-00-00
Type: Historical Materials
Subjects: Educational Finance,Agriculture,Expenditures,Veterans,Federal Aid,Budgets,Federal Programs,Health,Armed Forces,Foreign Policy,International Relations

This bulletin is the thirteenth in the Office of Education series on "Federal Funds for Education" issued biennially since 1933-34. In the present report, figures are given for the two most recent years if they are available. In some instances, expenditure figures for the 1955-56 school year will not be reported until later, and the Federal office did not wish to report allotment or budget figures. For these, the most recent data are for the 1954-55 school year. Bulletins in this series of publications are issued in response to a continuing interest in Federal funds appropriated or alloted for educational services. In publishing the reports, it is the purpose of the Office of Education to provide a central and authoritative source of information on the educational activities of the Government which require the expenditure of Federal funds. This bulletin contains the following chapters: (1) Federal Participation in Education; (2) Educational Programs of the Department of Health, Education, and Welfare; (3) Educational Programs of the Department of Agriculture; (4) Educational Programs of the Department of Defense; (5) Educational Programs of the Department of the Interior; (6) Educational Programs of the Department of State; (7) Educational Programs of the Veterans Administration; and (8) Educational Programs of Other Federal Offices. An index is included. Individual chapters contain footnotes. (Contains 93 tables.) [Best copy available has been provided.]
School Property Insurance: Experiences at State Level. Bulletin, 1956, No. 7
Author: Viles, N. E., Sr.
Date: 1956-00-00
Type: Historical Materials
Subjects: Injuries,School Administration,Public Schools,Costs,Insurance,Legal Responsibility,Educational Facilities,Classification,State Programs,Budgets,Statistical Analysis,School Buildings,Income

School insurance programs often present major problems in school administration. School insurance of various types is one means of preventing or limiting financial loss from property damage or the claims of individuals for injury or damage payments. In varying degrees the States have delegated to certain local administrative school units and/or institutional boards the responsibility for administering the educational program in their areas of influence. This responsibility is often construed to carry with it an obligation to protect and preserve the physical properties of the district and also to some extent to protect the school administrative unit or its officials from damage or injury claims. The different local boards assume these responsibilities in various ways. There are many types of insurance coverage purchased by the schools and the total annual premium costs may become a major budget item for a school district. School insurance problems are of concern both to the local districts and to the State. This study is limited primarily to school insurance experiences on a State-wide basis. It gives specific attention to the total premium costs, the losses, and the loss ratios for one area of coverage--that of fire insurance on all school properties--for the 5-year period 1948-52 inclusive, as developed on the basis of the classification agreement of 1947. In addition, the study gives attention to the experiences of the five States which have developed State-operated school insurance programs which are applicable to elementary and secondary public schools. This study presents data on both privately managed and State sponsored fire insurance programs as they apply to schools. These programs are operated on different bases and no effort is made to compare or to evaluate the relative merits or costs of the two types of programs. Individual sections contain footnotes. (Contains 12 tables.) [Best copy available has been provided.]
Teaching about the United Nations in United States Educational Institutions, January 1, 1952, to December 31, 1955. A Report by the United States of America under ECOSOC Resolution 446 (XIV). Bulletin, 1956, No. 8
Author: Tandler, Fredrika M.
Date: 1956-00-00
Type: Historical Materials
Subjects: Peace,International Cooperation,Profiles,International Organizations,Teaching Methods,Informal Education,Teacher Attitudes,College Faculty,Higher Education,Instructional Materials,Elementary Secondary Education

This report, based on a selection of information received from States and Territories and many organizations, gives a profile of what is being taught about the United Nations in the United States just 10 years after the organization came into existence. This bulletin discusses the following topics: (1) How are the schools and colleges of the United States teaching about the United Nations?; (2) Informal teaching about the United Nations; (3) What teachers and professors say about materials on the United Nations; and (4) How adults learn about the United Nations through institutions of higher learning. Information on general topic is appended. (Contains 1 footnote.) [Best copy available has been provided.]
Statistics of Land-Grant Colleges and Universities, Year Ended June 30, 1955. Bulletin, 1956, No. 10
Author: Carlson, Neva A.
Date: 1956-00-00
Type: Historical Materials
Subjects: Higher Education,Land Grant Universities,Grants,Expenditures,Data Collection,Statistical Data,Enrollment,Private Financial Support,Federal Aid,Tables (Data),Budgets,Academic Degrees,Federal Legislation,Comparative Analysis

The present publication continues the series of annual statistical reports by the Office of Education on land-grant colleges, which first began for the academic year 1869-70. Data on enrollment, earned degrees conferred, income, expenditures, endowment, and physical plant facilities of the 69 land-grant colleges and universities for the year ended June 30, 1955 are presented in this bulletin. This series is distinguished, first, by its long history of 86 years, and second, by the scope of information regarding the individual colleges and universities in the land-grant group. To a greater extent than previously, the Office of Education is coordinating its data collection from the land-grant colleges and universities with the program of data collection from all institutions of higher education. This procedure facilitates comparisons with other groups of institutions and makes the data more useful generally. Certain features of the present report deserve mention. First, there is provided a summary of the numerous laws (dating from 1862) under which Federal funds are allotted to the land-grant institutions. Second, the text has been expanded to call the reader's attention to various important figures of the tables. Third, two new tables have been included on degrees conferred by the land-grant institutions (tables 10 and 11). Finally, data have been systematically introduced to show the relative magnitude of the land-grant component in American higher education. Thus, the 69 land-grant institutions, constituting 5.1 percent of the 1,344 4-year institutions of 1954-55, included 20.3 percent of the total resident college-grade enrollment in 4-year institutions in November 1954, conferred 39.3 percent of all doctoral degrees granted in the year ending June 30, 1955, and were responsible for 54.2 percent of all expenditures for organized (separately budgeted) research in the fiscal year 1955. The summary of legislation presented in the Appendix was prepared in consultation with Lloyd E. Blauch, John Hesphey, Walworth Brown, and Luke M. Schruben. (Contains 30 tables and 10 footnotes.) [This bulletin was prepared under the direction of Mabel C. Rice in consultation with Lloyd E. Blauch. Best copy available has been provided.]