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Full-Text Articles in Education

Typology Of Teacher Leadership Programs, Jill Harrison Berg, Peter Horn, Jonathan A. Supovitz, Jason Margolis Jan 2019

Typology Of Teacher Leadership Programs, Jill Harrison Berg, Peter Horn, Jonathan A. Supovitz, Jason Margolis

CPRE Research Reports

Education leaders are perennially seeking new ways to build the capacity of teachers to enhance learning experiences for all students. Teacher leadership, which we define as teachers’ support of the improvement of teaching and learning beyond their own classroom, has long been a source of interest and experimentation (Wenner & Campbell, 2017; York-Barr & Duke, 2004). Teacher leadership recognizes teachers’ instructional expertise as an asset for educational improvement, capitalizes upon teachers’ relationships with their colleagues to support change, and may provide career advancement opportunities to improve job satisfaction and the professionalization of teaching. For these and other reasons, states, districts, funders and teachers themselves have become increasingly interested in the promise of teacher leadership.

In this study, we map the landscape of teacher leadership programs across the U.S. and identify commonalities and distinctions amongst the range of programs. Using a variety of search approaches to capture publicly-available information, we document 285 state, local, university, and foundation-sponsored programs that use a variety of techniques to support teachers as leaders. We then categorize the forms of support, attending to program models, objectives, sponsorship, and audience.

We identify three major forms of support provided by teacher leadership programs: (1) preparation of teachers with knowledge and skills that can help them to lead; (2) positioning of teachers in leadership roles to capitalize upon their expertise; and (3) recognition of teachers as leaders through awards and other forms of appreciation or acknowledgement. While some programs focus only on one of these approaches, most employed a combination of these forms of support. Based on this ...


First Not Last: A Not-So-Modest Proposal To Support First-Generation, Low-Income Students At The Univesrity Of Pennsylvania, Monica Yant Kinney Aug 2017

First Not Last: A Not-So-Modest Proposal To Support First-Generation, Low-Income Students At The Univesrity Of Pennsylvania, Monica Yant Kinney

Master of Science in Organizational Dynamics Theses

First-generation, low-income (FGLI, pronounced “figly”) students, including women, underrepresented minorities, and undocumented immigrants, represent a growing presence in higher education. These ambitious scholars arrive at community colleges and four-year public and private university campuses with characteristics that set them apart from middle-class and affluent classmates whose parents earned college degrees. These differences exacerbate at elite institutions historically known for educating wealthy students. This capstone explores the question, “What does it mean to be a first-generation, low-income student at an elite university, and how can institutions of higher education best support FGLI students?” I examine the national landscape and then turn ...


Summer Camp Professionals’ Positive Psychology Certification Program, Kenneth Schainman Aug 2017

Summer Camp Professionals’ Positive Psychology Certification Program, Kenneth Schainman

Master of Applied Positive Psychology (MAPP) Capstone Projects

This Capstone provides the rationale and preliminary curriculum for a Summer Camp Professionals’ Positive Psychology Certification Program. One hundred and fifty years before the advent of positive psychology, summer camps were designed to teach children the art of flourishing (Paris, 2008). During that time, camps have organically developed techniques to foster positive emotion, engagement, positive relationships, meaning and accomplishment –fundamental building blocks of Martin Seligman’s (2011) PERMA model of wellbeing. As effective as camps are at promoting flourishing, however, they can become even more so by incorporating new insights and techniques from the field of positive psychology. The Camp ...


Saving The World The Right Way: Altruistic Education, Supakorn Laohasongkram Aug 2017

Saving The World The Right Way: Altruistic Education, Supakorn Laohasongkram

Master of Applied Positive Psychology (MAPP) Capstone Projects

Intelligence and passion are not enough for humans to become all that they can be. Hitler and the Nazis too had a lot of intelligence and passion. But what they did not have is the wisdom of how to use their intelligence and passion for the good of mankind. Nevertheless, the question of developing how we, humans, ought to use our intelligence and passion is often neglected in modernity when compared with the obsession we have of increasing our grit and wit. This obsession reflects the current state of education whereby the function of education today is often cheapened to ...


Teacher Well-Being And Resilience: Podcasts As A Tool For Global Reach, Sophia Kokores, Anne Johnstone, Julia King, Amanda Jones May 2017

Teacher Well-Being And Resilience: Podcasts As A Tool For Global Reach, Sophia Kokores, Anne Johnstone, Julia King, Amanda Jones

Master of Applied Positive Psychology (MAPP) Service Learning Projects

Teachers are under increasing pressure inside and outside the classroom, at work and at home. There is a growing need for resilience training and tools to help increase teacher well- being. As part of their global support for teachers, the International Positive Education Network (IPEN) is keen to develop a program to help teachers learn about and develop their resilience. Team Indigo, (four teachers and MAPP students), have developed a plan for a podcast approach to teaching resilience to teachers that includes empirically based strategies and case study interviews with real teachers. A podcast platform has been chosen for ease ...


Institutional Governance For A Shared Glocal Engagement Mission, Peter D. Eckel Jan 2017

Institutional Governance For A Shared Glocal Engagement Mission, Peter D. Eckel

GSE Publications

Governing bodies can and should play essential roles in advancing a glocal agenda. Governance is essential because glocal work is strategic, includes an accountability dimension and relies on the talents and perspectives governance participants can bring to the university. Boards should leverage their traditional oversight and accountability functions and their strategic work. However, to be most useful in this work, boards should also add a leadership function, in which they make sense of a dynamic environment and raise key issues for the university to address.


State Leadership Development Policies An Analysis Of 50 States And Territories, Bobbi Newman, Jonathan Supovitz, Stephen Prociw, Robert Hull, Gregory Collins Jan 2017

State Leadership Development Policies An Analysis Of 50 States And Territories, Bobbi Newman, Jonathan Supovitz, Stephen Prociw, Robert Hull, Gregory Collins

CPRE Research Reports

State education systems to support leadership development have received relatively scant attention and resources, despite the demonstrated importance of leadership to school improvement. This need spurred the National Association of State Boards of Education (NASBE) to form a study group with its members and partner with the Consortium for Policy Research in Education (CPRE) to examine the problem from a state policy perspective; to offer a framework, guidance, and resources to help states develop and keep effective leaders; provide examples of practices for states; and share insights from partner organizations. The report, Successful Leaders for Successful Schools: Building and Maintaining ...


A Failing Safety Net: Declining Community College Affordability, Ben Williams, Joni E. Finney, Sarah Torres Dec 2016

A Failing Safety Net: Declining Community College Affordability, Ben Williams, Joni E. Finney, Sarah Torres

GSE Publications

The nation’s community colleges serve as the educational safety net for millions of students. While the safety net is showing signs of wear, it can be restored within current state and federal policies guiding higher education. Bipartisan support can and should be developed for this agenda because it cuts across the desire within both major political parties to create opportunities for those left behind.


The Bubble Bursts: The 2015 Opt-Out Movement In New Jersey, Jonathan A. Supovitz, Francine Stephens, Julie Kubelka, Patrick Mcguinn, Hannah Ingersoll Sep 2016

The Bubble Bursts: The 2015 Opt-Out Movement In New Jersey, Jonathan A. Supovitz, Francine Stephens, Julie Kubelka, Patrick Mcguinn, Hannah Ingersoll

CPRE Working Papers

The Bubble Bursts: The 2015 Opt-Out Movement in New Jersey analyzes the scope, factors, and context of the opt-out movement that occurred in New Jersey in the spring of 2015. Using test participation data released in February 2016 by the New Jersey Department of Education, we found that approximately 135,000 students did not take the state assessment in the spring of 2015. Depending on how it was calculated, this represented between 11-19% of the population of students eligible for testing in grades 3 to 11 in the state. There was also a positive correlation between higher district opt-out rates ...


The Interesecting Authority Of Boards, Presidents, And Faculty: Toward Shared Leadership, Peter D. Eckel, Adrianna Kezar Jan 2016

The Interesecting Authority Of Boards, Presidents, And Faculty: Toward Shared Leadership, Peter D. Eckel, Adrianna Kezar

GSE Publications

This chapter explores the leadership dynamics of universities through the lens of governance and the three groups of actors that play dominant roles — trustees, presidents, and faculty.3 While we recognize the important contributions of students or staff,4 this chapter focuses on the three groups most consistently influential and that are part of the formal governance structure. In addition to describing the leadership of boards, presidents, and faculty, it explores the organizational and environmental contexts of leading in the academy, select theories of leadership that pertain to higher education, and the intersection of faculty, trustee, and administrative influence.


An Inquiry Into Pennsylvania’S Keystone Stars: Research Report, Philip M Sirinides, John Fantuzzo, Whitney A Leboeuf, Katherine M Barghaus, Ryan Fink Nov 2015

An Inquiry Into Pennsylvania’S Keystone Stars: Research Report, Philip M Sirinides, John Fantuzzo, Whitney A Leboeuf, Katherine M Barghaus, Ryan Fink

CPRE Research Reports

A team from the University of Pennsylvania was funded by the William Penn Foundation to conduct an inquiry of Keystone STARS. The goal of this inquiry was to provide a broad look at Keystone STARS to inform future revisions and evaluation of the system as part of Pennsylvania’s Race to the Top Early Learning Challenge grant (2013-2018). The inquiry focused on providing an overarching look at Keystone STARS with respect to three major areas and presents a detailed review of the data and findings for each of the three aspects:

  1. Child outcomes: examining the relations between Keystone STARS and ...


Building A Lattice For School Leadership: Lessons From England, Jonathan A. Supovitz Mar 2015

Building A Lattice For School Leadership: Lessons From England, Jonathan A. Supovitz

CPRE Policy Briefs

This policy brief examines the evolution of the educational leadership development system in England to see what ideas American leaders and policymakers might take from looking transnationally. The brief is based on a more in-depth examination of that leadership development system described in a CPRE research report entitled Building a Lattice for School Leadership: The Top-to-Bottom Rethinking of Leadership Development in England and What It Might Mean for American Education. The research report was based upon a year of research on school leadership in England that included extensive background research, site visits to schools and leadership programs, and over 20 ...


Taken Out Of Context: Defending Civic Education From The Situationist Critique, Sigal R. Ben-Porath, Gideon Dishon Jan 2015

Taken Out Of Context: Defending Civic Education From The Situationist Critique, Sigal R. Ben-Porath, Gideon Dishon

GSE Publications

Situationists have suggested that educational efforts to improve character and instill virtues should be abandoned, as individuals’ behavior is predicted by contexts and situations rather than by character traits. More recently it has been suggested that civic education and especially the effort to cultivate civic virtues are ineffective for similar reasons and should be replaced by the introduction of desirable social norms and institutions. After surveying the debate on this topic in the first part of the essay, we suggest that in fact virtues should not be judged as existing within one person and absent from another based on their ...


Building A Lattice For School Leadership: The Top-To-Bottom Rethinking Of Leadership Development In England And What It Might Mean For American Education, Jonathan A. Supovitz Nov 2014

Building A Lattice For School Leadership: The Top-To-Bottom Rethinking Of Leadership Development In England And What It Might Mean For American Education, Jonathan A. Supovitz

CPRE Research Reports

This report examines the educational leadership development system in England over the last 15 years to identify ideas American leaders and policymakers might learn from looking cross-nationally. The report describes the rise of the National College for School Leadership in England, which spearheaded much of the early policy development and enactment and the subsequent governmental shift towards a more decentralized policy of fostering school networks. Supovitz envisions the potential assimilation of these two movements into an integrated lattice for school leadership.

The lattice for school leadership in England is the careful integration of formal and social learning opportunities for leaders ...


Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan A. Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler Nov 2013

Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan A. Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler

CPRE Working Papers

This evaluation report summarizes the evidence of the implementation and early impacts of the General Electric Foundation’s (GEF) Demonstration Schools Initiative in the Erie Public School district (EPS) conducted by the Consortium for Policy Research in Education (CPRE) during the 2012-2013 school year. The Demonstration Schools Initiative provided intensive support to four schools (two elementary, one middle, and one high) implementing the Common Core State Standards (CCSS) in mathematics and English language arts. Concurrently during the 2012- 2013 school year, EPS also continued their implementation of another GEF-supported initiative— the Coaching Initiative—using a cadre of instructional coaches in ...


What Presidents Really Think About Their Boards, Peter D. Eckel Nov 2013

What Presidents Really Think About Their Boards, Peter D. Eckel

GSE Publications

Takeaways

Contrary to many recent headlines of tensions between presidents and boards, the clear majority of presidents report that their boards have a positive impact on the institution, they are satisfied overall with the baord, and they think boards are engaged at the right levels.

Understanding higher education better may help to increase board engagement...as well as micromanaging if boards, board leaders, and presidents don't have ongoing conversations about the appropriate role of the board.

Presidents and boards must work together to get governance right. Such goals require effort, intentionality, and candor.


How State Education Agencies Acquire And Use Research In School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell Aug 2013

How State Education Agencies Acquire And Use Research In School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell

CPRE Policy Briefs

Over the last two decades, state and federal laws and grant programs, such as state accountability polices, the No Child Left Behind Act (NCLB), Race to the Top, Title I School Improvement Grants, and State Longitudinal Data System Grants, have given state education agencies (SEAs) considerably more responsibilities for directing and guiding the improvement of low-performing schools. At the same time, they have pressed SEAs and school districts to incorporate research-based school improvement policies and practices in their statewide systems of support for low-performing schools, technical assistance for districts, professional development for teachers, and school improvement programs. Policymakers have urged ...


The Last 100 Days Of A Presidency: What Boards Need To Know And Do, Sandra S. Johnson, Peter D. Eckel May 2013

The Last 100 Days Of A Presidency: What Boards Need To Know And Do, Sandra S. Johnson, Peter D. Eckel

GSE Publications

Takeaways

It is just as important for a board to plan the transition of the outgoing president as it is to plan the transition of the incoming president.

Boards should help departing presidents fashion a to-do list, as well as a not-to-do list.

Boards should recognize that the departure of the president can present significant procedural and emotional issues for senior staff members awaiting the arrival of the new president.


The Impact Of The Ge Foundation Developing Futures In Education Program On Mathematics Performance Trends In Four Districts, Philip M Sirinides, Jonathan A. Supovitz, Namrata Tognatta, Henry May Apr 2013

The Impact Of The Ge Foundation Developing Futures In Education Program On Mathematics Performance Trends In Four Districts, Philip M Sirinides, Jonathan A. Supovitz, Namrata Tognatta, Henry May

CPRE Research Reports

Beginning in 2005, the GE Foundation initiated a commitment of expertise and financial resources to a set of urban school districts to improve public education and enhance student achievement in mathematics and science. With strong emphasis on stakeholder engagement, the GE Foundation’s Developing FuturesTM in Education program pursued a strategy of: (1) facilitating school board, union, and district leaders to work together to articulate system goals and priorities; (2) helping district leaders to build systemic change processes and develop internal-management capacity; and (3) supporting district science and mathematics initiatives through materials alignment, coaching, professional development, and other capacity-building measures ...


Getting The Best People Into The Toughest Jobs, Allan Odden Apr 2013

Getting The Best People Into The Toughest Jobs, Allan Odden

CPRE Research Reports

It is indisputable that teachers and principals have the greatest impact on student learning. Unfortunately, the education system has hired and tenured thousands of ineffective teachers and principals, particularly in high-poverty urban and rural schools. As a consequence, these schools have low levels of student learning.

To remedy this problem, the nation is engaged in multiple activities to get effective teachers into all classrooms and effective principals into all schools through more “strategic management” of education talent. Strategic talent management is an approach that manages all human resource programs—recruitment, selection, placement, development, evaluation, tenure, promotion, dismissal, and compensation—around ...


Learning From Nclb: School Responses To Accountability Pressure And Student Subgroup Performance, Elliot H Weinbaum, Michael J. Weiss, Jessica K. Beaver Sep 2012

Learning From Nclb: School Responses To Accountability Pressure And Student Subgroup Performance, Elliot H Weinbaum, Michael J. Weiss, Jessica K. Beaver

CPRE Policy Briefs

Much has been written in the last decade about the spotlight that the No Child Left Behind Act (NCLB) shines on schoolperformance. Proponents and opponents alike are quick to discuss the law’s rigid definitions of school performance— exemplified by the classification of schools as making Adequate Yearly Progress (AYP) or not making AYP based largely on annual tests in reading and mathematics, disaggregating school performance by student subgroups, and requiring that all schools reach 100% proficiency. Yet for all its rigidity, the law has offered schools little guidance on how to make use of the performance data that the ...


Building A Foundation For School Leadership: An Evaluation Of The Annenberg Distributed Leadership Project, 2006-2010, Jonathan A. Supovitz, Matthew Riggan Aug 2012

Building A Foundation For School Leadership: An Evaluation Of The Annenberg Distributed Leadership Project, 2006-2010, Jonathan A. Supovitz, Matthew Riggan

CPRE Research Reports

Leading school change is a challenging endeavor. Successful leadership requires strategic and sustained effort, particularly in the shifting and uncertain environment of urban public schools. The concept of distributed leadership—in which multiple actors tackle the challenges of school leadership in concert—is a promising way to strengthen professional practice and thereby improve the educational experiences of all students. The Annenberg Distributed Leadership (DL) project was one of the first efforts in the nation to deliberately take on the challenge of designing and implementing a concerted effort to build distributed leadership capacity in a diverse set of urban schools to ...


In Search Of Leading Indicators In Education, Jonathan A. Supovitz, Ellen Foley, Jacob Mishook Jul 2012

In Search Of Leading Indicators In Education, Jonathan A. Supovitz, Ellen Foley, Jacob Mishook

CPRE Journal Articles

Data have long been considered a key factor in organizational decision-making (Simon, 1955; Lindblom & Cohen, 1979). Data offer perspective, guidance, and insights that inform policy and practice (Newell & Simon, 1972; Kennedy, 1984). Recently, education policymakers have invested in the use of data for organizational improvement in states and districts with such initiatives as Race to The Top (United States Department of Education, 2010) and the development of statewide longitudinal data systems (Institute for Education Sciences, 2010). These and other initiatives focus attention on how data can be used to foster learning and improvement. In other fields, including economics and business, much work has been done to identify leading indicators that predict organizational outcomes. In this paper ...


Prescriptions For Change: Can Ideas From Health Care Cure Higher Education's Ills?, Peter D. Eckel Jul 2012

Prescriptions For Change: Can Ideas From Health Care Cure Higher Education's Ills?, Peter D. Eckel

GSE Publications

Takeaways

Higher education shares some important characteristics with the health-care sector. Both are dominated by large cadres of highly educated staff, have complex bottom lines, are market-driven and strongly influenced by public policy, and are made up of value-driven organizations.

Health care appears to be one or two decades ahead of higher education in its transformation into an industry that is more outcomes-based, cost- and price-sensitive, and responsive to customer needs.

Some of the insights that higher education can gain from health care include: Flawed systems generate flawed results; the focus should be on needs, costs, and undervalued services; wisdom ...


Writing About Race, Leadership, And African American History, Marybeth Gasman Feb 2012

Writing About Race, Leadership, And African American History, Marybeth Gasman

GSE Publications

No abstract provided.


Dell H. Hymes: His Scholarship And Legacy In Anthropology And Education, Nancy H. Hornberger Dec 2011

Dell H. Hymes: His Scholarship And Legacy In Anthropology And Education, Nancy H. Hornberger

GSE Publications

Dell Hathaway Hymes, linguistic anthropologist and educational visionary extraordinaire, passed away in November 2009, leaving behind a voluminous scholarship and inspirational legacy in the study of language and inequality, ethnography, sociolinguistics, Native American ethnopoetics, and education. This essay provides a brief account of Hymes's life and scholarly contributions, especially his early and enduring influence in the anthropology of education; and goes on to comment briefly on this AEQ set of essays honoring Hymes.


The Minority Teacher Shortage: Fact Or Fable?, Richard M. Ingersoll, Henry May Sep 2011

The Minority Teacher Shortage: Fact Or Fable?, Richard M. Ingersoll, Henry May

GSE Publications

For several decades, shortages of minority teachers have been a big issue for the nation's schools. Policy makers and recent presidents have agreed that our elementary and secondary teaching force "should look like America." But the conventional wisdom is that as the nation's population and students have grown more diverse, the teaching force has done the opposite —grown more white and less diverse.


Growing School Networks For Instructional Improvement In Jordan, 2009-2010, Marian A. Robinson Aug 2011

Growing School Networks For Instructional Improvement In Jordan, 2009-2010, Marian A. Robinson

CPRE Research Reports

In the last decade, the Hashemite Kingdom of Jordan has made a substantial commitment to improving the quality of its public education system. The main vehicle for this work has been the Education Reform for Knowledge Economy (ERfKE) initiative. To date, key investments have been made in early childhood education, school infrastructure, technology, and curriculum development. The emphasis has been placed on the development of skills essential to Jordan’s emerging knowledge economy and the use of technology both as a skill set and a delivery platform for the new curriculum. The second phase of this initiative, ERfKE II, which ...


What Happened To Literacy? Historical And Conceptual Perspectives On Literacy In Unesco, Daniel A. Wagner May 2011

What Happened To Literacy? Historical And Conceptual Perspectives On Literacy In Unesco, Daniel A. Wagner

Journal Articles (Literacy.org)

For more than six decades, UNESCO has dedicated itself to be the international agency leader in literacy, even though other aspects of educational development have received greater attention and resources by the broader international community. Resources for UNESCO's literacy work have not increased, and its programmatic activities have been increasingly debated when seen in relationship to the scope of literacy challenges across the globe. Moving forward in a time of restricted budgets will require UNESCO to strengthen itself as a professional innovator and thought leader.


Presidents Leading: The Dynamics And Complexities Of Campus Leadership, Peter D. Eckel, Adrianna Kezar Jan 2011

Presidents Leading: The Dynamics And Complexities Of Campus Leadership, Peter D. Eckel, Adrianna Kezar

GSE Publications

While the work of academics—teaching, research, and service—is the core of an institution, they need someone who can attend to the following:

1. Manage their finances and budgets and provide key services, such as payroll, and health and retirement benefits

2. Serve as a go-between to the scholars from different disciplines and coordinate individual course offerings to create a coherent curriculum

3. Act as a conduit to outside councils, government agencies, alumni, donors, and communities when representing, as well as defending, the academics

4. Steward, but more importantly increase, the available financial resources

5. Oversee facilities and ensure ...