ethanporcaro/eric-fulltext-meta huggingface dataset:
Group 3: Special Education Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Special Education Teachers,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Individualized Education Programs,Academic Achievement,Expertise,Teacher Behavior,Faculty Development,Teacher Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believe that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 3 which consists of all special education teachers except those who teach autism and/or early childhood special education. It discusses the six IMPACT components for members of Group 3 and offers guidance on how to be more effective in their work.
Group 3a: Special Education Teachers--Autism Program. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Special Education Teachers,Autism,Pervasive Developmental Disorders,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Individualized Education Programs,Behavior Modification,Academic Achievement,Expertise,Teacher Behavior,Faculty Development,Teacher Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead the way to realizing the bold goals that they have set out to achieve by 2017. Five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way  things have been done in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 3a which consists of all special education teachers of autism classes. It discusses the seven IMPACT components for members of Group 3a and offers guidance on how to be more effective in their work.
Group 3b: Special Education Teachers--Early Childhood Education. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Special Education Teachers,Early Childhood Education,Preschool Teachers,Kindergarten,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Individualized Education Programs,Academic Achievement,Expertise,Teacher Behavior,Faculty Development,Teacher Salaries,Public Schools,Urban Schools

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead the way on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support your development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 3b which consists of all special education teachers of preschool, pre-kindergarten, and kindergarten classes except those who teach autism classes. It discusses the six IMPACT components for members of Group 3b and offers guidance on how to be more effective in their work.
Group 4: Non-Itinerant English Language Learner (ELL) Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: English Teachers,English (Second Language),English Language Learners,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Academic Achievement,Faculty Development,Expertise,Teacher Behavior,Teacher Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 4 which consists of all non-itinerant English Language Learner (ELL) teachers. It discusses the four IMPACT components for members of Group 4 and offers guidance on how to be more effective in their work.
Group 5: Itinerant English Language Learner (ELL) Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: English Teachers,English (Second Language),English Language Learners,Itinerant Teachers,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Academic Achievement,Faculty Development,Expertise,Teacher Behavior,Teacher Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 5 which consists of all itinerant English Language Learner (ELL) teachers. It discusses the three IMPACT components for members of Group 5 and offers guidance on how to be more effective in their work.
Group 6: Shared Special Subject Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Teachers,Shared Resources and Services,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Academic Achievement,Faculty Development,Expertise,Teacher Behavior,Teacher Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 6 which consists of shared special subject teachers. It discusses the four IMPACT components for members of Group 6 and offers guidance on how to be more effective in their work.
Group 7: Visiting Instruction Service (VIS) Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Itinerant Teachers,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Expertise,Teacher Behavior,Faculty Development,Teacher Salaries,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in the schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. But five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 7 which consists of all Visiting Instruction Service (VIS) teachers. It discusses the two IMPACT components for members of Group 7 and offers guidance on how to be more effective in their work.
Group 8: Student Support Professionals. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: School Personnel,Athletic Coaches,Pupil Personnel Workers,Personnel Evaluation,Standards,Professional Development,Public Schools,Urban Schools,Elementary Secondary Education

The 2012-2013 school year represents a pivotal juncture for DC Public Schools. Last spring, Mayor Gray and Chancellor Kaya Henderson introduced &quot;A Capital Commitment,&quot; their ambitious plan to dramatically accelerate student achievement in the district over the next five years by providing all of their students with a safe, academically challenging, and inspiring learning experience. The Chancellor deeply believes that it will be the educators working in their schools who will lead on the path to realizing the bold goals that they have set out to achieve by 2017. Five years is a very short amount of time, and these goals will only become reality if they make meaningful changes to the way they've done things in the past. That is why this year, they are introducing the 2012-2013 version of IMPACT which has been designed to: (1) Raise the expectations for school leaders, teachers, and staff; (2) Differentiate to recognize strong performers; (3) Allow teachers to drop low outlier observation scores; (4) Reduce the weight of Individual Value-Added Student Achievement Data; and (5) Support professional  development in new ways. The primary purpose of IMPACT is to help educators become more effective in their work. Its commitment to continuous learning applies not only to its students, but to others as well. IMPACT supports educators' growth by: (1) Clarifying Expectations; (2) Providing Feedback; (3) Facilitating Collaboration; (4) Driving Professional Development; and (5) Retaining Great People. This guidebook centers on Group 8 which consists of all athletics trainers, attendance counselors, academic intervention coaches, behavior technicians, computer lab coordinators, External Diploma Program (EDP) assessors, EDP counselors, EDP teachers, in-school suspension coordinators, suspension resource coordinators, New Heights coordinators, orientation assessors, transition specialists, and other student support professionals. It discusses the three IMPACT components for members of Group 8 and offers guidance on how to be more effective in their work.
Some Foreign Educational Surveys. Bulletin, 1915, No. 37. Whole Number 664
Author: Mahoney, James
Date: 1915-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational Policy,Public Policy,Policy Formation,Educational Research,Surveys,Research Utilization,International Trade,Economic Progress,Role of Education,Comparative Education,Government Role,Government School Relationship,Politics of Education,Public Education,International Education,Research Methodology,Elementary Secondary Education,Vocational Education,Postsecondary Education,Educational Principles,Educational Legislation,Curriculum,Educational Finance,Educational Administration,Rural Education,Public School Teachers

The educational surveys of which some account is given in this bulletin do not by any means represent all the foreign investigations that have been made; it is believed, however, that they will serve to acquaint American students of education with certain foreign types, and at the same time throw some light on the history of surveys and of progress in education. Foreign surveys differ from the American in point of authorization in that: (a) practically all are made under Government auspices and (b) the work is done either by: (1) a royal commission; (2) a select parliamentary committee; or (3) under the direction of a minister of education. The findings of the commissions, accordingly, carry with them the weight of Government authority: In the schools they are conclusive; and by the general public they are received with deference. The scope of the foreign survey is, in general, wider; it looks less to local conditions than the American survey. Even a slight examination of these reports will reveal the reason for the governmental interest in surveys; namely, international industrial competition, and the disclosure of the fact that industrial progress is dependent upon education. Contents of this bulletin include: (1) Letter of transmittal; (2) Introduction; (3) A Swiss survey; (4) English surveys; (5) Belgian surveys; (6) Scotch surveys; (7) Irish surveys; (8) German and Austrian surveys; (9) A French survey; (10) A survey of New South Wales; (11) A Swedish survey; (12) A New Zealand survey; and (13) A Canadian survey. (Contains 2 footnotes.) [Best copy available has been provided.]
The University and the Municipality: Summary of Proceedings of the First Session of the National Association of Municipal Universities. Bulletin, 1915, No. 38. Whole Number 665
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Urban Universities,Urban Environment,Urban Problems,Urban Extension,Urban Schools,College School Cooperation,School Community Relationship,College Role,College Administration,School Organization,Two Year Colleges,Public Colleges,Private Colleges,College Faculty,Professional Education,Teacher Education,International Education,Conferences (Gatherings),Organizations (Groups),Profiles

The problems of industry, government, and life in the modern industrial and commercial city are numerous, large, and complex. For their solution a larger amount of scientific knowledge and higher standards of intelligence among citizens are needed. All the city's agencies for good and progress need to be united and vitalized for more effective functions. There is a growing conviction among thoughtful people that this can be done best by the municipal university, maintained as an essential part of the city's system of public education, or by a privately endowed university working in close sympathetic relations with all other agencies of education in the city. It will require much study of this subject to ascertain: (1) The need for the municipal university; (2) its functions; (3) the best means of organizing and supporting it; and (4) its relation to all the phases of city life. The interest in this subject has resulted already in the organization of a National Association of Municipal Universities, which held its first meeting in Washington City November 9-10, 1914. The publication of the papers, addresses, and informal discussion of this meeting in the condensed form presented in this bulletin will promote further study of the subject. This bulletin is divided into two parts: (1) Aims and Purpose of the Urban University; and (2) Brief Description of Typical Urban Universities. (Contains 1 footnote.) [Best copy available has been provided.]