ethanporcaro/eric-fulltext-meta huggingface dataset:
Performance Management: Setting Outcomes and Strategies to Improve Student Achievement
Author: Reform Support Network (RSN)
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Educational Change,Federal Programs,Management Systems,Performance,Academic Achievement,Student Improvement,Educational Objectives,Strategic Planning,Elementary Secondary Education

Reforms of the size and scale to which Race to the Top States have committed, require unprecedented planning, oversight and problem solving to implement. Although many factors influence the outcomes of these reform efforts, performance management is a key structural element in realizing &quot;sustainable reforms&quot; that are durable and adaptive, and persistently focused on improved student growth in the face of changing conditions. The Reform Support Network (RSN) has prepared a series of four briefs to examine how Race to the Top States are pursuing performance management of their key education reforms. At the RSN's request, leaders from four States--Delaware, Hawaii, Massachusetts and Tennessee--agreed to describe early, promising work that embodies the basic elements of performance management. This brief--the first in the series--profiles how Tennessee and Massachusetts are using their strategic plans for performance management of their reform efforts.
Performance Management: Aligning Resources to Reforms
Author: Reform Support Network (RSN)
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Educational Change,Federal Programs,Management Systems,Performance,Elementary Secondary Education,Alignment (Education),Resource Allocation

Reforms of the size and scale to which Race to the Top States have committed, require unprecedented planning, oversight and problem solving to implement. Although many factors influence the outcomes of these reform efforts, performance management is a key structural element in realizing &quot;sustainable reforms&quot; that are durable and adaptive, and persistently focused on improved student growth in the face of changing conditions. The Reform Support Network (RSN) has prepared a series of four briefs to examine how Race to the Top States are pursuing performance management of their key education reforms. At the RSN's request, leaders from four States--Delaware, Hawaii, Massachusetts and Tennessee--agreed to describe early, promising work that embodies the basic elements of performance management. This brief--the second in the series--profiles how Hawaii and Tennessee are directing and redirecting resources toward priority efforts intended to produce results for their Race to the Top reforms. [For the first brief in the series, &quot;Performance Management: Setting Outcomes and Strategies to Improve Student Achievement,&quot; see ED611454.]
Performance Management: Collecting and Using Data to Measure Progress, Improve Results
Author: Reform Support Network (RSN)
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Educational Change,Federal Programs,Management Systems,Performance,Elementary Secondary Education,Data Collection,Data Use,Educational Improvement

Reforms of the size and scale to which Race to the Top States have committed, require unprecedented planning, oversight and problem solving to implement. Although many factors influence the outcomes of these reform efforts, performance management is a key structural element in realizing &quot;sustainable reforms&quot; that are durable and adaptive, and persistently focused on improved student growth in the face of changing conditions. The Reform Support Network (RSN) has prepared a series of four briefs to examine how Race to the Top States are pursuing performance management of their key education reforms. At the RSN's request, leaders from four States--Delaware, Hawaii, Massachusetts and Tennessee--agreed to describe early, promising work that embodies the basic elements of performance management. This brief--the third in the series--profiles how Delaware and Hawaii are collecting and using data to inform continuous improvement. [For the second brief in the series, &quot;Performance Management: Aligning Resources to Reforms,&quot; see ED611455.]
Performance Management: Ensuring Accountability for Results
Author: Reform Support Network (RSN)
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Educational Change,Federal Programs,Management Systems,Performance,Elementary Secondary Education,Accountability,Data Use,Decision Making,Incentives,Communication (Thought Transfer)

Reforms of the size and scale to which Race to the Top States have committed, require unprecedented planning, oversight and problem solving to implement. Although many factors influence the outcomes of these reform efforts, performance management is a key structural element in realizing &quot;sustainable reforms&quot; that are durable and adaptive, and persistently focused on improved student growth in the face of changing conditions. The Reform Support Network (RSN) has prepared a series of four briefs to examine how Race to the Top States are pursuing performance management of their key education reforms. At the RSN's request, leaders from four States--Delaware, Hawaii, Massachusetts and Tennessee--agreed to describe early, promising work that embodies the basic elements of performance management. This brief--the fourth in the series--profiles how these States are ensuring that the State education agency (SEA), school districts and schools implementing reforms are accountable for results. [For the third brief in the series, &quot;Performance Management: Collecting and Using Data to Measure Progress, Improve Results,&quot; see ED611456.]
Performance Management: Description and Key Elements
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Federal Programs,Management Systems,Performance,Elementary Secondary Education,Educational Objectives,Strategic Planning,Alignment (Education),Resource Allocation,Data Collection,Data Use,Accountability

This &quot;Performance Management: Description and Key Elements&quot; document provides a general framework for State education agencies, local educational agencies and partners in the Reform Support Network (RSN) to understand and plan for the important work of performance management.
Promoting More Equitable Access to Effective Teachers: Problem and Root Causes
Author: Reform Support Network (RSN)
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Equal Education,Teacher Placement,Disadvantaged Schools,Faculty Development,Faculty Mobility,Access to Education,Leadership Effectiveness,Teaching Conditions,Student Characteristics,Compensation (Remuneration),Personnel Management,Productivity

Teachers are the single most important school-based factor affecting student achievement. In many places, however, the most effective teachers are not working with the students who need them the most. On average, disadvantaged students have less access to effective teaching than other students. This paper will explore strategies to provide high-need students with equitable access to effective teachers that States and districts can use to close achievement gaps. Given that highly effective teachers can make up for the typical deficits in the preparation of students from low-income backgrounds, it should be an urgent priority for States to ensure that high-need students have access to highly effective teachers. [For the companion report, see ED611523.]
Promising Practices in Approving and Renewing Principal Preparation Programs
Author: Reform Support Network (RSN)
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Education,Leadership Training,Educational Policy,State Policy,Evaluation Criteria,Data Collection,Data Use,Accreditation (Institutions)

High quality school leadership has always mattered. It matters even more as States begin to implement new evaluation systems, standards and assessments. To ensure that every school leader comes prepared to improve schools and lead these reforms, States must cultivate strong principal preparation programs. This report outlines steps States can take to strengthen the approval and renewal processes of their principal preparation programs.
Are Preservice Teachers Competent Enough? A Cross-Sectional Analysis of ELT Pre-Service Teachers&apos; Perceived Teacher Competences
Author: Yüksel, Ilknur
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Student Attitudes,Undergraduate Students,Teaching Skills,Comparative Analysis,Self Efficacy,Pedagogical Content Knowledge,Measures (Individuals),Teacher Effectiveness,Educational Legislation,Knowledge Base for Teaching

Teacher quality has gained importance over the years. To ensure the quality of teaching and teachers, the pre-service teacher training programs are of great importance to gain the necessary competencies. In many countries, including Turkey, the 'notion of a graduate who is ready-to-teach is the norm'. Thus, to gain necessary teacher competencies throughout the training programs becomes of great importance. In this study, rather than looking at competency gains of only senior students-which appears to be the case with most recent research into pre-service teachers' teacher competencies in Turkey-ELT pre-service teachers' teacher competencies are examined cross-sectionally with 132 pre-service teachers in different years of study at a ELT department of a state university in Turkey within the framework of the updated teacher competences (MoNE, 2017) presented by the Ministry of Education. A survey method research design is utilized in this study. The data for the study is gathered through an instrument prepared by transforming the teacher competency indicators into Likert-type Can Do statements. The results of the study showed that 2ndyear pre-service teachers have the lowest perceived teacher competency and even the 4th year pre-service teachers perceive themselves as not having full competency in all indicators. There is a steady growth in teacher competencies over the years. Professional knowledge related teacher competency domain develop in the 3rd year, whereas professional skill related teacher competency develop steadily over the 2nd and 3rd year and fostered in the 4th year. The results of the study revealed how the students gained and developed teacher competencies throughout teacher training and 4th year students felt more competent just before their teaching career.
The View from the States: A Brief on Instructional Improvement System Strategies and Approaches
Author: Reform Support Network (RSN)
Date: 2013-08-00
Type: Reports - Descriptive
Subjects: Educational Improvement,State Departments of Education,State Standards,Curriculum Development,Student Characteristics,Teaching Methods,Meetings,Teleconferencing,Faculty Development,Administrator Attitudes,Statewide Planning,Elementary Secondary Education,Strategic Planning,Student Evaluation,Data Analysis,Integrated Learning Systems,Systems Approach,School Districts,Networks,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This brief provides an overview of the Instructional Improvement System (IIS) models for State education agencies in Hawaii, Kentucky, Massachusetts, North Carolina, Ohio and Rhode Island, along IIS goals in the following areas: (1) Standards and Curriculum; (2) Instructional Practices; (3) Assessment and Growth; (4) Learner Profiles; (5) Data Analysis and Reporting; and (6) Professional Development. The IIS lead for each State prepared and then vetted preliminary data on each of these six areas during one- to two-hour meetings and phone conferences in the late fall of 2012. States provided information on how they developed and deployed IIS systems, including what IIS functions they support, why they selected certain functions and how they expect to fund their IIS systems in both the short and long term. Information was self-reported by the State IIS leads and is intended to provide insight on the current focus of their IIS efforts. In this way, States highlighted and shared information they believed would aid other States as they design and implement their own IIS. Based on those meetings, this brief offers a look at the path each State is taking, but does not attempt a comprehensive overview of policy or practice, system requirements (for example, privacy concerns) or an assessment of the quality of the initiatives.
From &quot;Inform&quot; to &quot;Inspire&quot;: A Framework for Communications and Engagement
Author: Reform Support Network (RSN)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Federal Programs,Educational Change,Communication (Thought Transfer),Participation,State Departments of Education,Guidelines,Stakeholders

The Reform Support Network (RSN) encourages State education agencies (SEAs) to assess their current efforts to communicate with and engage key audiences and look for ways to sharpen approaches, build capacity and extend reach. The Stakeholder Communications and Engagement Community of Practice (SCE CoP) is developing resources to encourage State leaders to strengthen their work in several areas. To start with, the CoP is helping States craft a strategy with specific goals, define internal and external audiences, and create clear and compelling messages. Those messages, in turn, will require a variety of tactics -- from face-to-face meetings to social media -- to reach their audiences. States can expand their reach by working in coalitions and with partners. In the process, States might need to build staff capacity to do this work. Finally, the CoP is urging States to measure everything and use their data to adjust course as needed. The communications and engagement framework in this report provides a way for SEAs to think about and implement these priorities. The concepts discussed in this framework overlap significantly with &quot;Engaging Educators: A Reform Support Network Guide for States and Districts&quot; (ED611481) which focused on the need to engage one key set of stakeholders: teachers and other educators.
Instructional Improvement Systems: Planning and Implementation Guide
Author: Reform Support Network (RSN)
Date: 2014-06-00
Type: Guides - Non-Classroom
Subjects: Instructional Improvement,State Departments of Education,Educational Planning,Program Implementation,Best Practices,Information Systems,Academic Standards,Curriculum Development,Instructional Design,Educational Assessment,Faculty Development,Teacher Effectiveness,Leadership Effectiveness,Data Analysis,Alignment (Education),Educational Objectives,Resource Allocation,Governance

This guidebook provides an introduction to Instructional Improvement Systems (IIS) for State education agency (SEA) managers and program leads. Functional components of a theoretical IIS model are discussed and used as a reference point for the introduction a seven-step planning and implementation cycle designed to guide SEAs in the development of their own models. Experiences and resources from several SEAs are referenced throughout the document to provide real-world examples of best practices in IIS planning and deployment.
Multiple Measures in Sync: Ensuring Timely Access to Indicators of Teacher Effectiveness
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Educational Indicators,Teacher Effectiveness,Student Evaluation,Teacher Evaluation,State Boards of Education,School Districts,Evaluation Methods,Data Use,Data Collection

This publication examines how some States and local educational agencies (LEAs) are implementing teacher evaluations that incorporate measures of student achievement. The information in this publication was collected in response to a technical assistance request to the Reform Support Network from Maryland. Education leaders charged with designing that State's teacher evaluation system were interested in learning more about how States and LEAs are dealing with what some in the field call &quot;lagging indicators&quot;--data that are critical to evaluating teacher effectiveness but are not necessarily obtainable on the same timeline as other measures of teacher performance included in teacher evaluations. The report was presented to the Maryland Department of Education in June 2012.
Promoting Evaluation Rating Accuracy: Strategic Options for States
Author: Reform Support Network (RSN)
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Accuracy,Teacher Effectiveness,Data Analysis,Human Capital,Capacity Building,Best Practices,Barriers,Stakeholders,Feedback (Response)

This report summarizes the outcomes of a discussion among a group of State and district officials, teachers and principals, and external experts in educator evaluations and strategic communications who gathered in the District of Columbia to examine early results from evaluation systems in two States.
The View from the States: A Brief on Non-Tested Grades and Subjects
Author: Reform Support Network (RSN)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Evaluation Methods,Teacher Evaluation,Teacher Effectiveness,Principals,Administrator Effectiveness,Administrator Evaluation,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Student Evaluation

In designing multiple-measure evaluation systems for teachers and principals, one of the key questions to emerge is: how to obtain student growth data for teachers of academic subjects and grades not covered by statewide assessments. Race to the Top grantees that began early to implement new evaluation systems are well on their way to incorporating new measures of student growth into the evaluation process. This brief profiles how three Race to the Top grantees--Delaware, North Carolina and Tennessee--have addressed this question. Leaders from the Delaware Department of Education (DDOE), the North Carolina Department of Public Instruction (NCDPI) and the Tennessee Department of Education (TDOE) reported to their peers during a seminar on August 28, 2012 in Washington, DC, on how they have developed growth measures for teachers of non-tested grades and subjects. This brief, based on their presentations, offers a look at the paths each State is taking, but does not attempt a comprehensive overview of policy or practice, or an assessment of the quality of their initiatives.
Substance Use Profiles among Gang-Involved Youth: Social Ecology Implications for Service Approaches
Author: Bishop, Asia S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Substance Abuse,Juvenile Gangs,Incidence,Individual Characteristics,At Risk Persons,Environmental Influences,Adolescents,Secondary School Students,Drinking,Marijuana,Inhalants,Narcotics,Stimulants,Family Influence,Peer Influence,Educational Environment,Neighborhoods,Student Attitudes,Beliefs,Family Environment,Racial Differences,Ethnicity,Age Differences,Health Behavior,Grades (Scholastic),Place of Residence,Social Influences,Grade 8,Grade 10,Grade 12,Intervention

Substance use is a frequently cited health risk behavior in the youth gang literature, yet little is known about how substance use patterns vary among gang-involved youth or the social ecological factors that contribute to potential variation. Developing relevant and effective service approaches will require an understanding of this variation and the malleable factors that are likely to promote or inhibit particular patterns of use. Using latent class analysis, we identified four substance use classes within a school-based sample of gang-involved youth (n = 2,770): Non-Users (38%), Past Users (15%), Casual Users (27%), and Frequent Multi-Users (21%). These classes were distinguished by substance type, frequency of use, and source of access. Demographic and substance use-specific ecological factors across the family, peer, school, and neighborhood contexts were found to significantly differentiate these classes. Specifically, acceptance of use by parents, friends, and neighbors, along with a lack of family rules and high accessibility in the neighborhood, significantly differentiated use patterns. Findings highlight the need for service approaches that are responsive to the unique needs of individuals and their environments. Implications for practice are discussed, including the potential utility of applying a harm reduction service framework to address youth gang substance use. [This paper was published in &quot;Children and Youth Services Review&quot; v119 2020.]
Race to the Top Highlights: Third-Party Providers and School Turnaround
Author: Reform Support Network (RSN)
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Federal Aid,Educational Legislation,Federal Programs,Federal Legislation,School Turnaround,Intervention,Low Achievement,Partnerships in Education,School Business Relationship,Educational Policy,State Policy

The Race to the Top and the School Improvement Grant programs provide resources to States to implement significant interventions to turn around their persistently lowest achieving schools. Implementation of school turnaround is a complex effort; States, local educational agencies (LEAs) and schools often engage outside experts and providers of specialized services to bring additional capacity and assist with implementation. In doing so, it is essential for schools, LEAs and States to initiate a process to ensure the high quality of the services provided by external partners. The purpose of this publication is to describe the varying approaches that some Race to the Top States have taken and to provide examples of safeguards that States are using to maximize the number of available providers while ensuring that they are supplying high-quality services.
Systems for Approving Professional Development Providers: An Introduction
Author: Reform Support Network (RSN)
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Evaluation Methods,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Organizations (Groups),Professional Development,Nursing Education,Legal Education (Professions)

This report introduces systems for approving professional development providers as they currently operate in two State education agencies (SEAs) and two professions outside of education. It derives from a request that officials with the Massachusetts Department of Elementary and Secondary Education (DESE) made to the Reform Support Network (RSN) for assistance in examining provider approval systems in other States, as a step toward strengthening the Massachusetts system for K-12 educators. Specifically, DESE officials asked for help collecting information about policies and practices in other States as well as provider approval systems in other professions. The RSN team searched for information about this topic on the public Websites of the 18 Race to the Top grantee SEAs and several sources for the nursing and legal professions. The team then conducted short, informal interviews with staff members of several SEAs, the American Nurse Credentialing Center and the American Bar Association. This report examines the current practices of two SEAs--Delaware and Pennsylvania--and two organizations representing the professions of nursing and law. It does not offer a lengthy or rigorous research survey of the entire field. K-12 policies and practices are changing so rapidly that our goal here is mainly to introduce the topic and to guide readers toward more detailed information.