ethanporcaro/eric-fulltext-meta huggingface dataset:
Summary of "Using Student Growth to Evaluate Educators of Students with Disabilities: Issues, Challenges, and Next Steps": A Forum of State Special Education and Teacher Effectiveness Experts and Researchers. Forum Summary
Author: Holdheide, Lynn
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Disabilities,Educational Policy,Teacher Effectiveness,Special Education,Expertise,Teacher Role,Teacher Evaluation,Academic Achievement,Outcomes of Education,Program Implementation,Student Educational Objectives,Student Evaluation,Measures (Individuals),Conferences (Gatherings),Models,Alternative Assessment,Surveys,Student Development

With the current emphasis in educational policy on improving teacher effectiveness, states and school districts are quickly developing and implementing new models of teacher evaluation. However, few models address the unique challenges in accurately measuring achievement growth of students with disabilities (including those participating in general assessments or alternate assessments) and connecting that growth to teacher effects. To improve teacher practices and academic outcomes for students with disabilities, it is critical that we design evaluation systems that account for diverse teacher roles, student learning goals and trajectories, and assessment means (e.g., standardized, alternative, and formative). Unfortunately, little is known--in terms of research and practice--about whether student growth can be adequately measured for students with disabilities and appropriately attributed to teachers for the purpose of teacher evaluation. Therefore, it is crucial that the field come together to develop a strategic agenda that can be used to guide the development and/or the use of measures to assess student growth while also collecting research to validate state and school district efforts. In an effort to inform state and district practices, the National Comprehensive Center for Teacher Quality (TQ Center), the Council of Chief State School Officers (CCSSO) Assessing Special Education Students State Collaborative on Assessment and Student Standards (ASES SCASS), and ETS collaboratively convened a two-day forum (September 26-27, 2011) for select stakeholders to discuss the challenges and help inform policy, practice, and research regarding the use of the growth of students with disabilities for measuring teacher effectiveness. The specific topics discussed included individual and school-level value-added models, student learning objectives (SLOs), classroom-based measures, and alternate assessments (descriptions are included later in the report). For each topic, this brief outlines the benefits, the challenges, state and district considerations, implementation implications, and needed research. Also included are the results of a survey conducted prior to the forum on state efforts and the available research. Appended are: (1) Participants; (2) Agenda; and (3) Available Research.
Summary of &quot;Expert Forum on the Evaluation of Teachers of English Language Learners.&quot; Forum Summary
Author: National Comprehensive Center for Teacher Quality
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,English (Second Language),Feedback (Response),Second Language Learning,English Language Learners,Teacher Evaluation,Expertise,Elementary Secondary Education,Competition,Observation,Disclosure,Principals,Cooperation,Student Development,Academic Achievement,Faculty Development

In response to federal initiatives such as Race to the Top (RTTT), Elementary and Secondary Education Act (ESEA) flexibility waiver requests, and the Teacher Incentive Fund competition, states have made dramatic changes in their policies related to teacher evaluation during the past three years. Historically, teacher evaluation systems have been developed at the district level and have relied heavily on principals' assessments of teacher performance based on annual classroom observations. In contrast, Race to the Top requires states to create fair and transparent teacher evaluation systems that: (1) are developed in collaboration with teachers; (2) use multiple rating categories; and (3) include student growth data as a significant factor in determining teacher effectiveness. Evaluations of teachers must be conducted annually to inform decisions related to professional development, compensation, retention, tenure, certification, and removal. These requirements have also been included in the U.S. Department of Education's ESEA flexibility waiver request process. To qualify for these waivers, states must commit to developing and implementing a teacher evaluation system that will improve instruction and increase student learning. The evaluation system must: include at least three performance levels; use multiple measures of performance, including student growth; evaluate teachers on a regular basis; provide educators with constructive feedback; and use evaluation data to inform personnel decisions. In response to ESEA waiver and RTTT application requirements, states and districts across the country are currently designing and implementing new teacher evaluation systems. These systems are being developed at a rapid pace, and most have not fully addressed the challenges that are specific to evaluating teachers of English language learners (ELLs). In response to this need in the field, the National Comprehensive Center for Teacher Quality (TQ Center) convened a forum of distinguished experts in December 2011 to discuss current efforts to develop evaluation systems designed to assess how well teachers of ELLs are educating these students. Forum participants worked to identify challenges to the development of these systems and to provide recommendations to states and districts for creating them. Appended are: (1) National Comprehensive Center for Teacher Quality Expert Forum on the Evaluation of Teachers of English Language Learners; and (2) National Comprehensive Center for Teacher Quality Expert Forum on the Evaluation of Teachers of English Language Learners.
Preparing Teachers of English Language Learners. TQ Connection Issue Paper
Author: McGraner, Kristin L.
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Innovation,Teaching Methods,Teacher Education Programs,English (Second Language),Second Language Learning,English Language Learners,Inservice Education,Professional Development,Academic Achievement,Student Needs,Instructional Effectiveness,Bilingual Education,Language of Instruction,Testing Accommodations

More than 5 million English language learners (ELLs) attend school in the United States (Ballantyne, Sanderman, & Levy, 2008). This population has increased by approximately 57 percent during the last decade, drawing sharp attention to the individual and instructional needs of students who are nonnative speakers of English (Ballantyne et al., 2008). With the rising number of ELLs in American classrooms, general "mainstream" teachers will undoubtedly teach a student who is not proficient in English and therefore unable to access the academic curriculum. These mainstream teachers are expected to teach academic content and raise student achievement while simultaneously developing ELL students' facility in and command of the English language. Emerging research indicates that mainstream teachers are ill equipped to effectively teach ELL students and have little access to preservice and inservice education focused on what to teach and how to teach this underserved population (Ballantyne et al., 2008; Hollins & Guzman, 2005). Coupled with these expectations are the challenges in making sense of the highly politicized debates over English-only and bilingual instruction. For these reasons, preparing effective teachers for this complex classroom and policy environment is critical and the role of teacher education programs is paramount. This Issue Paper presents a review of the policy environment for ELL instruction and the preparation of mainstream teachers to address the needs of ELL students. It also describes the key features of effective instructional practices for ensuring ELL students' learning of academic content supported by empirical evidence. Finally, the paper presents the Innovation Configuration for Preparing Mainstream Teachers of ELL Students, a tool for evaluating mainstream teacher preparation programs and inservice professional development. Appendix includes: Innovation Configuration for Preparing Mainstream Teachers of ELL Students.
State Policies on Principal Evaluation: Trends in a Changing Landscape. TQ Center Policy-to-Practice Brief
Author: National Comprehensive Center for Teacher Quality
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Educational Policy,Teacher Effectiveness,School Personnel,State Legislation,State Policy,Administrator Evaluation,Principals,Accountability,Evaluators

This brief describes a new wave of state legislation, which emphasizes individual principal accountability as part of a broader educator talent-management strategy. The brief provides a snapshot of new state-level policy on principal evaluation and describes reasons for policy change as represented in state policy language and trends in policy content. These descriptions are drawn from the &quot;National Comprehensive Center on Teacher Quality's State Principal Evaluation Policy&quot; database (http://resource.tqsource.org/StateEvalDB). The thematic analysis was informed by the guidelines for principal evaluation policy implementation, as described by Clifford, Hansen, and Wraight (2012). The state-level data analyzed was limited to the states that have won Race to the Top (RTTT) funds in rounds one, two, and three, with the exception of Hawaii, which has yet to develop its principal evaluation system. As early implementers of updated principal evaluation policies, states that have won RTTT funds tend to have more data on their evaluation systems and be further along in implementing their principal evaluation systems than other states, at least partially because of the federally monitored timelines. In addition, these states have served as models of challenges that can arise in implementing principal evaluation systems and, in many cases, have identified possible solutions to these challenges. (Contains 2 tables and 10 footnotes.)
Teacher Preparation to Deliver Inclusive Services to Students with Disabilities: TQ Connection Issue Paper
Author: Holdheide, Lynn R.
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Disabilities,Inclusion,General Education,Special Education,Educational Innovation,Special Education Teachers,Preservice Teacher Education,Best Practices,Inservice Education,Educational Legislation,Federal Legislation,Teacher Collaboration,Individualized Instruction,Access to Education,Learning Strategies,Student Behavior,Reading Instruction,Family School Relationship,Self Determination

Teacher preparation to deliver inclusive services to students with disabilities is increasingly important because of changes in law and policy emphasizing student access to, and achievement in, the general education curriculum. Inclusion of students with disabilities in general education environments has a long history in special education law; however, recent developments have markedly enhanced the implementation of inclusive services as a means to improve the educational achievement and other outcomes of students with disabilities. This Issue Paper presents a brief review of the legal and policy foundations and best professional practices for inclusive services. It also provides a discussion of key components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels. In addition, it offers an Inclusive Services Innovation Configuration, which can be used to evaluate general and special education teacher preparation and professional development programs. Appendix includes: Inclusive Services Innovation Configuration.
Teaching as a Clinical Practice Profession: Implications for Teacher Preparation and State Policy. Issue Brief
Author: Alter, Jamie
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teaching (Occupation),State Policy,Clinical Supervision (of Teachers),Teaching Methods,Program Descriptions,Educational Practices,Knowledge Base for Teaching,Educational Objectives,Educational Philosophy,Educational Principles,Teacher Education Programs

This Issue Brief, written through a collaboration between two federally funded technical assistance and research dissemination centers, the New York Comprehensive Center (NYCC) and the National Comprehensive Center for Teacher Quality (TQ Center), describes what "teaching as a clinical practice profession" means to those in the field of teacher education (as well as those who are keen observers of the field) for three purposes: 1) to inform the Institutions of Higher Education/Teacher Quality Initiative at NYCC; 2) to extend the conversation about the teaching profession beyond institutions of higher education to a wider policy and practice audience; and 3) to bring coherence to our own understanding of what a clinical practice profession means so that the TQ Center and NYCC can better support states and regions in improving teacher quality. In this Issue Brief, the authors outline five major components of a clinical practice profession and then discuss how these components relate to the work of teacher and what they understand about the preparation of teachers as clinical practice professionals. The authors conclude by describing efforts around the country to improve the clinical preparation of teachers. (Contains 5 footnotes.)
Certification and Licensure for Teachers of English Language Learners, by State
Author: National Comprehensive Center for Teacher Quality
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Teacher Certification,English (Second Language),Second Language Learning,English Language Learners,Educational Policy

This policy database provides an overview of state-level policies related to English language learner teacher certification and licensure currently in place across the country.
Barry J. Zimmerman: An Expert Mentor through Cyclical Phases of Self-Regulatory Feedback
Author: White, Marie Catherine
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Mentors,College Faculty,Graduate Students,Teacher Student Relationship,Doctoral Dissertations,Self Efficacy,Self Management,Reflection,Feedback (Response)

The purpose of this presentation is to highlight how Dr. Barry Zimmerman, as a mentor, incurs in his students the sense of self-efficacy. The theoretically framework of this presentation focus on how concomitant Zimmerman's mentoring approach is with his cyclical phases of self-regulation of learning. His first question to me was, "In what area do you want to become an expert?" Any description of Zimmerman as a mentor would include the seamless way he appropriates his research and theories to influence the way he guides his students. From the beginning, the agenda is set, the dissertation process is begun, and the presence of the expert mentor is evident, but not overwhelming. This is evidenced in that each step is a mutual decision between the mentor and the mentee, and cyclically processed. Guidance to set goals in the forethought phase is designed to encourage the student to identify appropriate strategies, examine self-efficacy beliefs, and take charge of his/her research. With a sense of independence the student becomes a researcher in the performance stage, which leads to engaging in self-reflection. Feedback from Dr. Zimmerman is the outcome of one's own self-evaluation, a thorough examination of attributions, and a considerable amount of revisions. At that point, the mentor has made his imprint, and the mentee becomes the model for future students. It is expected that attendees of this presentation will not only see Zimmerman, the renowned researcher and theorist, but the mentor who derives great satisfaction from the success of his students.
Retention in High Schools in Large Cities: A Report of a Study of School Holding Power Conducted in Cities of over 200,000 Population in Cooperation with the Office of Education. Bulletin, 1957, No. 15
Author: Segel, David, Comp.
Date: 1957-00-00
Type: Historical Materials
Subjects: College Graduates,Dropouts,School Holding Power,Incentives,Urban Areas,Urban Schools,High School Graduates,Metropolitan Areas,High Schools,Academic Persistence,Employment,Classification,Gender Differences,Comparative Analysis,Research Needs,School Districts,School Business Relationship

One of the major problems confronting the leaders of the Nation today is the acute shortage of competent manpower. This problem is recognized in government, business, industry, and education. It has motivated professional groups as well as business and industry to develop incentive programs that have as their aim the proper training and eventual recruitment of high school and college graduates. Though many promising avenues of approach were agreed upon by the conference participants, it became apparent, that a uniform system of pupil accounting would become imperative to a nationwide, study. Such a system was developed during the second work conference. It became the basis of a four-year study of school dropouts in 14 large city school systems, beginning with the ninth-grade class of September 1951. The study which is reported in this bulletin classifies students according to sex and reason for dropout. It provides comparisons of school holding power during grades 9, 10, 11, and 12. It is hoped that this report will encourage independent research of greater magnitude by school systems and individual schools. Appended are: (1) Data Reported by 14 Cities; and (2) Information Pertaining to June 1955 Graduates. (Contains 2 tables, 3 charts, and 2 footnotes.) [Best copy available has been provided.]
Conservation Experiences for Children. Bulletin, 1957, No. 16
Author: Bathurst, Effie G.
Date: 1957-00-00
Type: Historical Materials
Subjects: Natural Resources,Conservation (Environment),Forestry,Wildlife,Teaching Methods,Environmental Education,Interviews,State Departments of Education,Supervisors,Consultants,Problem Solving

This bulletin for teachers and supervisors tells how children of the United States are learning to conserve the Nation's reserves of soil, water, forests, fish, wildlife, minerals, and other natural resources. The purpose of this bulletin is to serve as a source of good practices to be dipped into as needed for ideas, not necessarily to be read chapter by chapter. Most of the information was collected through visits to schools in 28 States in the major conservation regions of the Nation. The information has been interpreted and supplemented by interviews with State department of education supervisors and conservation consultants. The bulletin presents realistically some of the problems related to conservation of various natural resources in such a way that, when comparable situations are found, a teacher may use the volume as a source for ideas to help her pupils understand their own conservation problems, decided what ought to be done about them, and make plans for action. Individual parts contain footnotes. [Best copy available has been provided.]
Financial Aid for College Students: Graduate. Bulletin, 1957, No. 17
Author: Mattingly, Richard C.
Date: 1957-00-00
Type: Historical Materials
Subjects: Higher Education,Advisory Committees,Employment,Fellowships,Graduate Students,Student Financial Aid,Questionnaires,Paying for College,Educational Finance

In response to requests for more accurate and complete information about financial aid for college students, the 'Division of Higher Education, Office of Education, undertook its Student Assistance Project for the collection, analysis, and dissemination of information about institutional student financial aid. The present bulletin is the third in a planned series of 5 publications of the project. It is concerned with the several forms of institutional financial aid, such as fellowships, loans, and employment for graduate students in the academic year 1955-56. This bulletin is the result of several conferences and many discussions between staff members of the Office of Education and interested groups. The project has had, from its inception, the valuable counsel of a national advisory committee who helped to formulate the original questionnaire and who made many suggestions for the directory. This directory is based upon data assembled by questionnaires sent during May 1956 to 1,855 institutions of higher education listed in the "Education Directory Part 3, Higher Education." The student aid data sought included graduate fellowships, loans, and employment for the academic year 1955-56. An index is included. [Best copy available has been provided.]
Financial Aid for College Students: Undergraduate. Bulletin, 1957, No. 18
Author: Wilkins, Theresa Birch
Date: 1957-00-00
Type: Historical Materials
Subjects: Colleges,Undergraduate Students,Student Financial Aid,Employment Opportunities,Scholarships,Questionnaires,Higher Education,Paying for College,Educational Finance

This bulletin reports information about scholarships, loans, and opportunities for employment available to undergraduate students at colleges and universities throughout the country for the year 1955-56. It is the third in a series of reports based on a current study which the Office of Education is making in response to continuing demand for information about financial aids available to students in institutions of higher education. The data for the individual institutions in the present bulletin were obtained by means of a questionnaire, a copy which was sent to 1,848 institutions listed in the 1955-56 Directory. An index is included. Individual sections contain footnotes. [Best copy available has been provided.]