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Educational Leadership Newsletter December 2016, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• 50th Anniversary of Educational Leadership Program
• Southern Maine Partnership Update
• Thinking About Internship?
• Spring 2017 Schedule

Educational Leadership Newsletter November 2016, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• Southern Maine Partnership Update
• Graduate Student Professional Development Fund Grant
• Research Corner
• Thinking About Internship?
• Spring 2017 Schedule

Educational Leadership Newsletter October 2016, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• Southern Maine Partnership Update
• Research Corner
• Spring 2017 Schedule

Infographic: Out-Of-Field Teaching, Jo Earp

Teacher infographics

A new ACER report looks at the extent to which secondary school teachers in Australia are teaching subjects they haven't specialised in during their studies. It includes data on the proportion of Years 7-10 teachers teaching out-of-field in 20 subject areas.

Navigating The Shift To Intensive Principal Preparation In Illinois: An In-Depth Look At Stakeholder Perspectives, Bradford R. White, Amber Stitziel Pareja, Holly Hart, Brenda K. Klostermann, Michelle Hanh Huynh, Mary Frazier-Meyers, Janet K. Holt

IERC Publications

This report from the Illinois Education Research Council (IERC) at Southern Illinois University Edwardsville, in partnership with the University of Chicago Consortium on School Research (UChicago Consortium), assesses the progress of sweeping legislation to redesign the way school principals in Illinois are prepared, with the goal of improving schools statewide through higher quality leadership. The report summarizes findings from a two-year study assessing the progress of these ambitious reforms and describing the changes that occurred as a result of the new policy.

Educational Leadership Newsletter June 2016, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• First Cohort of Educational Leadership PhDs Graduate
• Southern Maine Partnership Update
• Leadership Projects
• Congratulations 2016 Graduates!
• Fall 2016 Schedule

Educational Leadership Newsletter May 2016, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• Southern Maine Partnership Update: Upcoming Assessment for Learning Conference
• Summer 2016 Schedule
• Fall 2016 Schedule

Educational Leadership Newsletter March 2016, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• Southern Maine Partnership Update
• Leaders for Tomorrow's Schools 2016
• Thinking About Internship?
• Summer 2016 Schedule
• Fall 2016 Schedule

Educational Leadership Newsletter February 2016, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• Southern Maine Partnership Update
• Leaders for Tomorrow's Schools Fall 2016
• Thinking About Internship?
• Summer 2016 Schedule

Graduate Bulletin, 2016-2017 (2016), Minnesota State University Moorhead

Graduate Bulletins (Catalogs)

No abstract provided.

A Principal Leadership Framework For Enhancing Teacher Practice Through Coaching With Emotional Intelligence, Nate R. Templeton, Richard Hammett, Gary Low, Melissa Arrambide, Kent Willis

Education Doctorate Faculty Works

Beginning with the 2016-2017 school year, the Texas Education Agency (TEA) has mandated school principals begin appraising teachers the new Teacher Evaluation and Support System (T-TESS). Central to this new instrument is the necessity for principals and other appraisers to improve professional practice through the reciprocal interaction, open dialogue, and continuous learning inherent to coaching. While the T-TESS rubric provides a structured process for the TEA’s vision of what coaching should look like, that vision lacks the inclusion of the soft skills we know are needed for effective success coaching and healthy school environments. In this article, we fill the …

A Review Of Year 2 Lcaps: A Weak Response To English Learners, Laurie Olsen Ph.D., Director, Elvira G. Armas Ed.D., Director, Magaly Lavadenz Ph.D., Professor

Reports

A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) …

Application Of The Many Facet Rasch Model To Validate A Survey For The Selection Of Chief Residents, Kadriye O. Lewis, Haiqin Chen

Posters

The literature does not show any established guidelines, methods, or psychometric instruments for selecting Chief Residents in academic programs. This study validates a newly designed instrument based on the characteristics and leadership qualities from the residents' perspectives. Our newly developed survey can differentiate Chief Resident candidates' performance as well as identify why a specific candidate is selected or not through MFRM. This tool can be applied to other residency programs.