ethanporcaro/eric-fulltext-meta huggingface dataset:
Group 13: Special Education Coordinators. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Special Education,Coordinators,School Personnel,Administrator Evaluation,Administrator Effectiveness,Standards,Job Performance,Administrator Behavior,Professional Development,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 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 13 which consists of all special education coordinators. It discusses the five IMPACT components for members of Group 13 and offers guidance on how to be more effective in their work.
Group 16: Mentor Teachers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Mentors,Teachers,Teacher Effectiveness,Teacher Evaluation,Standards,Observation,Teacher Improvement,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 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 16 which consists of all mentor teachers. It discusses the three IMPACT components for members of Group 16 and offers guidance on how to be more effective in their work.
Group 19: Custodial Staff. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Personnel,Service Occupations,School Maintenance,Personnel Evaluation,Standards,Job Performance,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 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 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 19 which consists of all custodians. It discusses the three IMPACT components for members of Group 19 and offers guidance on how to be more effective in their work.
Group 11: School-Based Social Workers. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools, Washington, DC.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Social Workers,Personnel Evaluation,Standards,Job Performance,Professional Development,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 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 11 which consists of all school-based social workers. It discusses the five IMPACT components for members of Group 11 and offers guidance on how to be more effective in their work.
Group 11a: School-Based Psychologists. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Psychologists,Personnel Evaluation,Standards,Job Performance,Professional Development,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 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 11a which consists of all school-based psychologists. It discusses the five IMPACT components for members of Group 11a and offers guidance on how to be more effective in their work.
Group 20: All Other School-Based Personnel. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Personnel,Personnel Evaluation,Standards,Job Performance,Professional Development,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 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 20 which consists of all school-based personnel who are not covered by Groups 1-19. It discusses the two IMPACT components for members of Group 20 and offers guidance on how to be more effective in their work.
Group 15: Instructional Coaches. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Coaching (Performance),School Personnel,Personnel Evaluation,Job Performance,Professional Development,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 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 15 which consists of all instructional coaches. It discusses the three IMPACT components for members of Group 15 and offers guidance on how to be more effective in their work.
Group 10: Counselors. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Counselors,Counselor Evaluation,Counseling Effectiveness,Counselor Performance,Standards,Professional Development,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 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 10 which consists of all counselors. It discusses the three IMPACT components for members of Group 10 and offers guidance on how to be more effective in their work.
Group 18: Office Staff. IMPACT: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel, 2012-2013
Author: District of Columbia Public Schools
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Personnel,Office Occupations,School Business Officials,Registrars (School),Clerical Occupations,Personnel Evaluation,Standards,Job Performance,Professional Development,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 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 18 which consists of all administrative assistants, administrative aides, business managers, clerks, registrars, attendance aides, and other office staff. It discusses the three IMPACT components for members of Group 18 and offers guidance on how to be more effective in their work.
What Works Clearinghouse Quick Review: &quot;The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit?&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: College Credits,Program Effectiveness,High School Students,First Generation College Students,Dual Enrollment,Academic Degrees,Educational Attainment,Comparative Analysis,Probability,Socioeconomic Status,Correlation

The study reviewed in this paper used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. The study further reported on whether the impacts of dual enrollment were different for first generation college students. Dual enrollment programs allow high school students to take college courses and earn college credits while still in high school. The study could potentially &quot;meet What Works Clearinghouse (WWC) evidence standards with reservations.&quot; However, the WWC does not have enough information about baseline equivalence (i.e., the adequacy of the propensity score matching process) to determine the study rating. A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [The following study is reviewed in this &quot;Quick Review&quot;: An, B. P. (2013). &quot;The impact of dual enrollment on college degree attainment: Do low-SES students benefit?&quot; &quot;Educational Evaluation and Policy Analysis&quot;.]
Towards a Culture of Scholarly Practice in Mixed-Sector Institutions. Research Report
Author: Williams, Melanie
Date: 2013-00-00
Type: Reports - Research
Subjects: Higher Education,Vocational Education,Scholarship,Foreign Countries,Interdisciplinary Approach,Learner Engagement,Delivery Systems,Instruction

Scholarship is readily seen as a requirement in higher education and is not commonly associated with vocational education and training (VET) institutions. However, the increasing prevalence of VET institutions delivering higher education qualifications has raised questions as to the place of scholarship in these institutions. This report uses Boyer's four forms of scholarship--delivery, integration, application and teaching--to explore how scholarship is implemented across the different tertiary education sectors. Whilst the VET sector may not use the term &quot;scholarship&quot;, aspects of these four forms are being practised. The authors conclude with a number of strategies to enhance scholarly practice in VET institutions. Appended are: (1) Limitations of the research; (2) Professional versus scholarly practice; and (3) Areas for further research. (Contains 3 tables and 2 footnotes.)
Apprentices &amp; Trainees: September Quarter, 2012
Author: National Centre for Vocational Education Research
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Trainees,Foreign Countries,Mathematical Models,Expenditures,Vocational Education,Apprenticeships,Trend Analysis,Classification,Vocabulary,Definitions,Statistical Data,Occupations,Tables (Data),Gender Differences,Industry,Comparative Analysis,Age Differences,Graduation Rate,Certification

This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2012. The figures in this publication are derived from the National Apprentice and Trainee Collection no.74 (December 2012 estimates). The most recent figures in this publication are estimated (those for training activity from the March quarter 2011 to the September quarter 2012). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. Estimated data are presented in this publication on a seasonally adjusted, quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. The seasonally adjusted data involve the use of a mathematical model to smooth out fluctuations due to seasonal influences. Seasonally adjusted data are useful to illustrate trends from one quarter to the next, but cannot be further disaggregated. (Contains 19 tables, 3 figures and 7 notes.)