ethanporcaro/eric-fulltext-meta huggingface dataset:
The Indiana Evaluation Pilot: Mid-Year Report and Recommendations
Author: TNTP
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,State Legislation,Educational Legislation,Laws,Teacher Effectiveness,Models,State Programs,Pilot Projects,Program Implementation,Educational Innovation,Corporations,Evaluation Methods,Educational Planning,Instructional Design,Best Practices,Summative Evaluation,Classroom Observation Techniques,Faculty Development,Teacher Improvement,Organizational Communication,Information Dissemination,Stakeholders,Training,Time Management

If education in Indiana is to dramatically improve, the systems and policies that collectively shape the learning experiences for students must be re-imagined. In the spring of 2011, the Indiana legislature passed IC 20-28-11.5, a new law relating to the evaluation of all certified teaching staff and administrators. Prior to this legislation, evaluation systems around the state varied greatly in quality and consistency. The new law introduced three main requirements of all evaluation systems: (1) Every teacher must receive an evaluation annually; (2) Every evaluation system must include four performance categories: Highly Effective, Effective, Improvement Necessary, and Ineffective; and (3) Every evaluation system must incorporate measures of student growth and achievement as a &quot;significant&quot; portion of a teacher's evaluation. To support corporations in this work, the Indiana Department of Education (IDOE) created a model teacher evaluation system. This system, named RISE, was developed over the course of two years by the Indiana Teacher Evaluation Cabinet. The Cabinet is composed of a diverse group of educators and administrators from around the state, more than half of whom have won awards for excellence in teaching. In school year 2011-2012, the DOE, with the support of TNTP, is piloting RISE and following the implementation of other locally developed or purchased evaluation systems in order to test and gather feedback to share statewide. The pilot project presents an opportunity for school corporations to gain hands-on experience with the new process, recognize their best educators, and make sure that every classroom is led by a great teacher. Additionally, it offers the IDOE a valuable opportunity to gain feedback and insight from the field, which can be used to sharpen and refine RISE for the following year. This report will summarize lessons from the pilot project thus far, with a particular focus on planning, design, and initial implementation. The findings and recommendations are intended to guide corporations in developing evaluation plans for implementation in 2012-2013. Appended are: (1) Pilot Corporation Profiles; (2) Descriptions of Pilot Evaluation Systems; (3) TAP System (Beech Grove); (4) Bremen Evaluation System, Bremen; (5) MSD Warren Evaluation System (MSD Warren); and (6) Comparison of Systems.
Model Core Teaching Standards: A Resource for State Dialogue. (Draft for Public Comment)
Author: Council of Chief State School Officers (CCSSO)
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Educational Resources,State Standards,Instruction,Models,Student Development,Student Characteristics,Individual Differences,Educational Environment,Pedagogical Content Knowledge,Instructional Innovation,Educational Practices,Evaluation,Lesson Plans,Educational Strategies,Teacher Responsibility,Reflection,Faculty Development,Teacher Collaboration

With this document, the Council of Chief State School Officers (CCSSO) offers for public dialogue and comment a set of model core teaching standards that outline what teachers should know and be able to do to help all students reach the goal of being college- and career-ready in today's world. These standards are an update of the 1992 Interstate New Teacher Assessment and Support Consortium (INTASC) model standards for licensing new teachers. The goal of those standards was to articulate a common core of teaching knowledge and skills that all new teachers should have and that would be compatible with the standards for accomplished teaching set by National Board for Professional Teaching Standards. This &quot;common core&quot; outlined the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that all teachers share. The standards were cutting edge at the time in that they were performance-based, focused on describing outcomes versus inputs, and learner-centered. They proved successful in terms of achieving the goal of creating a shared definition of effective teaching: the 1992 standards currently serve as the basis for licensing standards in 38 states, they have been adopted by the National Council for Accreditation of Teacher Education (NCATE) for teacher preparation accreditation, they have been cited in numerous textbooks used for preparing teacher candidates, and they have been widely used to develop professional development materials. The updated standards provided here differ from the original standards in several respects: (1) The language of the standards as well as their content (knowledge and skills) have been updated to reflect the current teaching and learning context; (2) Unlike the original standards that were designed for &quot;beginning&quot; teachers, these are intended as professional practice standards, setting one standard for performance that will look different at different developmental stages of the teacher's career; (3) The document still has 10 standards but they have been reordered and two have significantly changed; and (4) The committee maintained the delineation of knowledge, dispositions, and performances as a way to probe the complexity of the teacher's practice. The purpose of this document is to serve as a resource for states, districts, professional organizations, teacher education programs, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today's teachers.
H.R. 4330, The All Students Achieving through Reform Act of 2009. Hearing before the Committee on Education and Labor. U.S. House of Representatives, One Hundred Eleventh Congress, Second Session (February 24, 2010). Serial Number 111-46
Author: US House of Representatives. Committee on Education and Labor
Date: 2010-02-24
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Academic Achievement,Educational Change,Hearings,Charter Schools,Educational Innovation,Access to Education,Best Practices,Knowledge Economy,Federal Programs

The purpose of this hearing was to examine how charter schools can be used as a tool to drive innovation in schools. Specifically discussed was legislation introduced by Rep. Polis that would expand access to outstanding charter schools. This hearing kicked off a larger conversation about how the country can educate its way to a better economy by overhauling the nation's primary education law. Hon. George Miller [chairman of the committee] presided. Those who presented prepared statements before the committee included: Hon. Bill Cassidy, Representative in Congress From the State of Louisiana; Hon. Jared Polis, Representative in Congress From the State of Colorado; Eva Moskowitz, CEO and Founder, Harlem Success Academy; Robin J. Lake, Associate Director, Center on Reinventing Public Education; Thomas Hehir, Professor, Harvard Graduate School of Education; Greg Richmond, President &amp; CEO, the National Association of Charter School Authorizers; Eileen M. Ahearn, Project Director, National Association of State Directors of Special Education; Caprice Young, President and CEO, KC Distance Learning; Board Chairman, National Alliance for Public Charter Schools; and Vernon J. Ehlers, Representative in Congress From the State of Michigan.
Motivations and Perspectives of 100 Brazilian Students at Canada&apos;s Post-Secondary Institutions. CBIE Research in Brief #1
Author: Deacon, Lisa
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Foreign Students,Study Abroad,Student Motivation,Postsecondary Education,College Students,Student Attitudes,Student Surveys,College Choice,Decision Making,Student Participation,Learner Engagement,Extracurricular Activities,Student Satisfaction,Student Experience,Student Diversity,Reputation

This report depicts the experience and perspectives of 100 Brazilian international students who responded to CBIE's &quot;2014 International Student Survey&quot;.
International Education Leadership of Tomorrow: Where Are We and Where Do We Need to Go? CBIE Research in Brief #4
Author: Canadian Bureau for International Education (CBIE) / Bureau canadien de l’éducation internationale (BCEI)
Date: 2016-01-00
Type: Reports - Research
Subjects: International Education,Skill Analysis,Ability Identification,Context Effect,Models,Participant Characteristics,Administrator Attitudes,Novices,Expertise,Change Strategies,Leadership Qualities,Achievement Gap,Foreign Countries

As one in a series of CBIE briefs, this report presents the findings of this preliminary leadership skills gap identification exercise for the international education sector in Canada. It concludes with recommended next steps on leadership development to advance the international education sector in Canada and to strengthen the capacity and innovation of its future leaders. [This document was prepared by members and supporters of the International Network for Tomorrow's Leaders, a Professional Learning Community of the Canadian Bureau for International Education.]
Internationalization Strategies for the Global Knowledge Society. CBIE PhD Research Series
Author: Szyszlo, Peter
Date: 2016-01-00
Type: Reports - Research
Subjects: Global Approach,Change Strategies,Knowledge Economy,Doctoral Programs,Organizational Change,Educational Change,Educational Policy,Criticism,Concept Mapping,International Education

The purpose of this article is to improve understanding of internationalization as a strategic response to the catalysts of globalization and the knowledge society. The paper will attempt to critically identify and interpret how the aforementioned elements are being recontextualized and translated into responsive internationalization policies and systemic institutional change. The article takes a critical analysis approach on current internationalization efforts and provides a conceptual framework for developing a performance indicator set through a combination of &quot;institutional change theory&quot; (North 1990) and the &quot;Delta cycle for internationalization&quot; (Rumbley 2010). Recommendations on future research areas are made at the conclusion of the article.
The Integration Challenge: Connecting International Students with Their Canadian Peers. CBIE Research in Brief #2
Author: Canadian Bureau for International Education (CBIE) / Bureau canadien de l’éducation internationale (BCEI)
Date: 2015-06-00
Type: Reports - Research
Subjects: Foreign Countries,Foreign Students,Mixed Methods Research,Student Surveys,Semi Structured Interviews,Friendship,Interpersonal Relationship,Barriers,Institutional Characteristics,Performance Factors,Change Strategies,College Students,Student Attitudes

From the perspective of international students themselves, this paper identifies both internal and external barriers that impede the formation of friendships between international students and their Canadian counterparts across Canada's post-secondary campuses. Shedding light on why international students do not make friends with Canadian students in greater numbers, this paper presents a number of recommendations that can be drawn on by institutions, policy makers and other stakeholders to support greater international student integration. This is an excerpt of a longer piece, published in &quot;A World of Learning 2014.&quot;
French-Speaking International Students in Canada. CBIE Research in Brief #3
Author: Deacon, Lisa
Date: 2015-08-00
Type: Reports - Research
Subjects: Foreign Countries,Foreign Students,French,Student Surveys,College Students,Student Satisfaction,Student Experience,Aspiration,College Choice

This report details the experience and perspectives of the 454 French-speaking international students who responded to the &quot;2015 International Student Survey,&quot; with an aim of supporting member institutions and the broader international education sector to better understand francophone international education markets and, ultimately, to enhance the experience of all international students in Canada.
Using Multiple Forms of Data in Principal Evaluations: An Overview with Examples. Integrated Leadership Development Initiative
Author: Sanders, Nancy
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Evaluation,Data,Information Utilization,Administrator Effectiveness,Comparative Analysis

The Integrated Leadership Development Initiative (ILDI) is a cross-agency partnership that focuses on collaboratively guiding and supporting leader development and improving conditions of leadership so that there are highly accomplished leaders in every district and school in California. In this brief, ILDI focuses on Principal Evaluations and provides information about the most important aspects of principal performance--what principals do; how they do it; and the impact they have on their schools, teaching, and student learning. Recent developments in measures of principal knowledge and performance and of principal evaluation models emphasize the need to collect and use multiple forms of data to capture the scope and complexity of new expectations. This brief explains basic concepts about multiple forms of data that apply to principal evaluation systems. It then provides examples for using multiple forms of data that illustrate a wide range of options used by states, districts, and organizations. The examples demonstrate various choices and decisions that use multiple data sources within context-specific purposes and resources.
Canada&apos;s Schools Abroad: Expanding the Pathways. CBIE Market Reports Number 1
Author: Canadian Bureau for International Education (CBIE) / Bureau canadien de l’éducation internationale (BCEI)
Date: 2014-10-00
Type: Reports - Research
Subjects: Foreign Countries,International Schools,Best Practices,Change Strategies,Postsecondary Education,Educational Opportunities,Student Recruitment

This CBIE pathways study, jointly supported by the Global Opportunities for Associations (GOA) program and by CBIE, aims to support recruitment efforts by Canadian institutions in priority markets by outlining the current situation and identifying best practices for increasing the number of Canadian offshore school graduates choosing a Canadian post-secondary institution (PSI).
How Six States Are Implementing Principal Evaluation Systems. Integrated Leadership Development Initiative (ILDI)
Author: Mattson Almanzán, Heather
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Principals,Administrator Evaluation,State Policy,Program Development,Responsibility,Administrative Organization,Program Implementation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs

Research and professional leadership standards identify specific ways in which principals directly influence school organization and community relationships and exert less direct, but critically important, influence on teaching quality and instructional effectiveness. Principals' roles are central to supporting and supervising teachers' instructional practices and in guiding organizational purpose and vision, particularly to enact the high expectations for all students in No Child Left Behind (NCLB) and the current focus of programs related to the Elementary and Secondary Education Act (ESEA). With this in mind, evaluating principals to improve their performance has become a key school improvement strategy. This report provides state and district policymakers with information about currently operating state policies and systems of principal evaluation. A template for describing state policies and systems of principal evaluation was developed in response to policymakers' requests for information. This report identifies six states (Delaware; Iowa; New Mexico; North Carolina; Ohio; and South Carolina) that have several years of policy development and experience with implementing their principal evaluation systems. The information from these states captures the most significant issues in state systems and describes a range of state approaches to the evaluation of principals.
Ohio Principal Evaluation System: Model Packet
Author: Ohio Department of Education
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Evaluation,Goal Orientation,Formative Evaluation,Communication (Thought Transfer),Professionalism,Summative Evaluation,Growth Models,Administrator Effectiveness,Professional Development,Improvement,Elementary Secondary Education

The Ohio Principal Evaluation System (OPES) was collaboratively developed by Ohio superintendents, school administrators, higher education faculty, and representatives from Ohio's administrator associations. It was designed to be research-based, transparent, fair and adaptable to the specific contexts of Ohio's districts (rural, urban, suburban, large, and small). The evaluation system builds on what is known about the importance of ongoing assessment and is comprised of four components: (1) Professional Goal-Setting; (2) Formative Assessment of Principal Performance; (3) Communication and Professionalism; and (4) Summative Evaluation. The Resource Packet contains sample forms for each component (samples can be modified for district use). The forms may be used that are applicable to job responsibilities.
The High Cost of Harsh Discipline and Its Disparate Impact
Author: Rumberger, Russell W.
Date: 2016-06-02
Type: Reports - Research
Subjects: Discipline,Suspension,Costs,Dropouts,Causal Models,Computation,Longitudinal Studies,High School Students,Grade 9,Grade 10,Statistical Analysis,African American Students,Hispanic American Students,White Students,Graduation Rate,Economic Impact,Disproportionate Representation,Racial Differences,Regression (Statistics)

School suspension rates have been rising since the early 1970s, especially for children of color. One body of research has demonstrated that suspension from school is harmful to students, as it increases the risk of retention and school dropout. Another has demonstrated that school dropouts impose huge social costs on their states and localities, due to lost wages and taxes, increased crime, higher welfare costs, and poorer health. Although it is estimated that reducing school suspension rates in Texas would save the state up to $1 billion in social costs, only one study to date has linked these two bodies of research. The current study addresses some of the limitations of that study by (1) estimating a stronger causal model of the effects suspension has on dropping out of school, (2) calculating a more comprehensive set of the social costs associated with dropping out, and (3) estimating the cost of school suspensions in Florida and California, and for the U.S. as a whole. The results show that suspensions in 10th grade alone produced more than 67,000 dropouts in the U.S. and generated social costs to the nation of more than $35 billion. These results are undoubtedly conservative, since the California and U.S. estimates were limited to 10th-grade students, while the Florida estimates were limited to 9th-grade students. Thus, they did not capture the effects of suspensions in earlier grades. The report contains recommendations for policymakers, an appendix detailing the Educational Longitudinal Study of 2002 analysis, and endnotes.
Measuring School and Teacher Value Added in DC, 2011-2012 School Year: Final Report
Author: Isenberg, Eric
Date: 2012-08-31
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Value Added Models,Public Schools,Charter Schools,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Teacher Effectiveness,School Effectiveness,Scores,Merit Pay,Merit Rating,Teacher Dismissal,Evaluation Methods,Measurement Objectives,Measurement Techniques,Multiple Regression Analysis,Achievement Rating,Error of Measurement,Pretests Posttests,Student Characteristics,Mathematics,Reading,Error Correction,Models

This report describes the value-added models used as part of teacher evaluation systems in the District of Columbia Public Schools (DCPS) and in eligible DC charter schools participating in &quot;Race to the Top.&quot; The authors estimated: (1) teacher effectiveness in DCPS and eligible DC charter schools during the 2011-2012 school year; and (2) school effectiveness in DCPS during the same year. This report updates earlier technical reports (Isenberg and Hock 2010; Isenberg and Hock 2011). The 2011-2012 school year is the third year of IMPACT, a teacher evaluation system for DCPS that relies in part on value-added estimates of teacher and school effectiveness. Under IMPACT, teachers who earn a highly effective rating have received performance pay, and those who earn an ineffective or a minimally effective rating for two consecutive years have been dismissed. This report provides an overview of value-added methods in nontechnical terms (Chapter I); updates the earlier technical reports by describing the data used to estimate teacher and school value added, including the new data on charter school students and teachers (Chapter II); and then describes the statistical methods used to estimate teacher and school value added (Chapter III). Chapters II and III include tables of diagnostic information that summarize the population of students and teachers on which the value-added estimates are based, as well as the results from the statistical model used to produce those estimates. [For &quot;Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools. Final Report,&quot; see: ED521118; for &quot;Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School Year. Final Report,&quot; see: ED521120.]