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- Professional learning (4)
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- Counseling (3)
- Formal Observation (3)
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- Leadership (3)
- Opportunity Gap (3)
- Professional Learning Communities (3)
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- Race (3)
- Racial diversity (3)
- Reflective Practice (3)
- School Social Work (3)
- School leadership (3)
- Social Emotional Learning (3)
- Teacher Evaluation (3)
- Trauma (3)
- Videotaped Observations (3)
- Achievement Gap (2)
- Black-White Gap (2)
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- Program evaluation (2)
Articles 31 - 36 of 36
Full-Text Articles in Entire DC Network
Differentiating The Principal Evaluation: Policy Advocacy Document, Kimberly Harper-Young, Kimberly Harper-Young
Differentiating The Principal Evaluation: Policy Advocacy Document, Kimberly Harper-Young, Kimberly Harper-Young
Dissertations
High-quality school leadership is pertinent to improving school performance and raising student achievement. Research supports that the impact of leadership is most significant in schools with the greatest needs (Clifford & Ross, 2012). Further, research suggests that leadership is the second most important factor impacting student achievement (Mitgang, 2013). This policy advocates for Chicago Public School (CPS) District 299 to implement a policy that differentiates Principal Evaluation. Implementing this policy could create a more equitable evaluation system to support, hire, and retain effective leadership in every school in Chicago. Creating a policy to support the implementation of a principal evaluation …
Program Evaluation For Assessing The Effectiveness Of Tracking The Academic Growth And Attendance Of Black Students In Closing The Black And White Achievement Gap, Markisha Mitchell
Program Evaluation For Assessing The Effectiveness Of Tracking The Academic Growth And Attendance Of Black Students In Closing The Black And White Achievement Gap, Markisha Mitchell
Dissertations
Across the United States in almost every city, every suburb, and every rural area there is a gap between the achievements of Black and White students. The term “achievement gap” has become an accepted label in situations where Black students severely underperform relative to their White counterparts. Many school districts have discretely avoided discussing and or addressing the gap for decades. School District Z, located in an urban suburb just outside of a large midwestern city, is the focus of this research as they attempt to address the gap. District Z is composed of approximately two-thirds students of color, yet …
Chicago Public Schools (Cps) Systems To Support Administrators Plan, Jeffrey Alstadt
Chicago Public Schools (Cps) Systems To Support Administrators Plan, Jeffrey Alstadt
Dissertations
Wagner et al.’s (2010) change leadership model was used to assess culture, context, conditions, and competencies of a large, diverse urban school district to create a systemic plan for supporting building level administrators. Interviews were conducted with former building level administrators, teachers, and staff who worked with building level administrators within the district. Results indicated overwhelming support for the building level administrators in the district. Strategies for implementation included: creating professional learning communities, leading adult learning, and developing leadership capacity. To achieve the much-needed changes, CPS personnel must be ready for a complete change in thinking, and it will take …
Teacher Evaluation: The Change We Wish To See; Improving The Formal Observation Process To Improve Student Learning, Merryl B. Brownlow
Teacher Evaluation: The Change We Wish To See; Improving The Formal Observation Process To Improve Student Learning, Merryl B. Brownlow
Dissertations
Teacher evaluation is a formal construct for improving instruction and student learning. Formal observations are a central component of that process. This change model explores the option of a videotaped observation model as an alternative to the current Illinois state-mandated in-person formal observation to increase teacher ownership, promote reflective practice and improve instructional practices. The evaluation process is a vehicle that promotes collaboration among building leaders and staff. The Illinois shift to a professional practice model provides a construct for a culture and climate that encourages reflection and promotes professional growth (Danielson, 2011; Darling-Hammond, 2013; Jay, 2003; Stuhlman, Hamre, Downer, …
Increasing The Buy-In And Effectiveness Of A Social And Emotional Learning Class Program In A Single Sex, Urban And Charter High School: Social And Emotional Learning Specialists And Student Perceptions Of Its Implementation., Kizawanda A. Olowe
Dissertations
Social-emotional learning has yet to be implemented in many schools in America. Without adequate social and emotional skills, students struggle to navigate their academic and social environments. Students attending a single-sex, urban charter school participated in focus groups and completed surveys about their perceptions of a social-emotional learning program that was implemented during the 2015–2016 school year. Social-emotional learning facilitators completed surveys and participated in focus groups to ascertain the strengths and weaknesses of the program. Graphs and themes based on the information gathered from the surveys, open-ended questions, and focus groups were used to analyze the data. Both students …
The Role Of The Formal Observation In Promoting Reflective Practice, Merryl B. Brownlow
The Role Of The Formal Observation In Promoting Reflective Practice, Merryl B. Brownlow
Dissertations
Acheson and Gall (2011) wrote about the tension between teacher evaluation and clinical supervision. In their research they discuss the intent of clinical supervision to be a model for coaching and supporting professional growth as compared to more traditional models of teacher evaluation that were often associated with fear as a motivator. This program evaluation examines the nature of the formal observation in the teacher evaluation process and seeks to explore its role in developing reflective practitioners and promoting professional growth. This study involved researching the perspectives of teachers and administrators regarding their perceptions of the value of the formal …