The Internal Coherence Framework

Author: Michelle L. Forman
ISBN: 9781682530177
Size: 75.95 MB
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The Internal Coherence Framework presents a system of research-based practices for assessing and developing the conditions that support adult and student learning in schools. School or system leaders who progress through this book with colleagues will develop a shared vision for ambitious teaching and learning anchored in the instructional core; organize the work of the leadership and teacher teams to advance this vision; and build psychologically safe team, school, and system cultures to support the risk taking and constructive challenges necessary to move schools or systems to the next level of performance. "This book provides a compelling call to action for educators to focus improvement work on the 'instructional core' the interactions among students, teachers, and content in classrooms. Even more importantly, it marks a clear path for taking that action: how to mobilize teams to focus on the core and then sustain and deepen their efforts. I have already begun integrating key insights from The Internal Coherence Framework into my Data Wise courses." -- Kathryn Parker Boudett, director of the Data Wise Project and lecturer on education, Harvard Graduate School of Education "Gathering proven best practices, the authors articulate clear, actionable processes that create and sustain learning communities in pursuing lasting improvement in student achievement. Educational reform is not for the faint of heart: The Internal Coherence Framework makes it doable." --Michael Sorum, former deputy superintendent, Fort Worth Independent School District, Texas "The Internal Coherence Framework is a rare example of how to create an effective structure that can be applied to any school or district. It should be required reading for teachers and administrators." --Jeffrey C. Riley, superintendent and receiver, Lawrence Public Schools, Massachusetts Michelle Forman works as a consultant helping schools and districts develop internal coherence. Elizabeth Leisy Stosich is a research and policy fellow at the Stanford Center for Opportunity Policy in Education. Candice Bocala is a senior research associate at WestEd, where she studies data use in education, professional learning, school improvement, and special education.

Rural Turnaround Leadership Development

Author: Ellen H. Reames
Publisher: IAP
ISBN: 1641132930
Size: 43.86 MB
Format: PDF, ePub, Docs
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Rural Turnaround Leadership Development: The Power of Partnerships focuses on a three- year rural turnaround leadership project sponsored by the U.S. Department of Education. The project was designed to foster the development of a cohort of aspiring school leaders in rural high poverty/low performing K-12 school districts. The Alabama Project was selected by the U.S. Department of Education, in part, because it was the only submission which emphasized partnership between higher education institutions, school districts and the Alabama State Department of Education (ALSDE). Facets of the book include a treatment of the structures and processes each university created to develop their unique program, the distinctive turnaround curriculum used at each university, the role of mentoring in developing aspiring rural school leaders and the internship experiences and practices which supported aspiring leader development. One of the most powerful changes witnessed during the project was the development of aspiring leaders by the major and ancillary partners. The cross-connections between K-12 districts, the ALSDE, and the three university educational leadership programs was a multifaceted and multi-layered collaborative approach. The partnerships not only strengthened within each master’s program, but across agencies as a result of this project. The book will describe the value of partnership and leadership development through the eyes of the major contributors. The contributors or authors of the book will include the Alabama State Department of Education, the three educational leadership higher education institutions i.e. Auburn University, University of Alabama and Samford University, partner school district representatives and graduates of the program.

Building Effective Professional Development In Elementary School

Author: Judy Johnson
Publisher: Routledge
ISBN: 1351266268
Size: 68.40 MB
Format: PDF, Docs
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Learn the principles of comprehensive professional development and motivate elementary school teachers to be more effective in the classroom! In Building Effective Professional Development in Elementary School, Judy Johnson presents a career-long and comprehensive approach to professional development that gives teachers the support they need to improve instruction and raise the levels of student achievement. Her book not only explains how to create and lead a successful PD program; it also offers practical advice for establishing a school culture that will encourage teachers to collaborate and self-motivate in an effort to improve instruction. Other topics include: Training to deepen content knowledge and expand the teaching repertoire; Identifying high-performing educators and helping them build upon their strengths; Using teaching demonstrations to enliven and diversify classroom practice; Creating an effective mentorship program that brings out the best in faculty members, regardless of experience level; Resolving problems with recruitment, dealing with disgruntled teachers, assessing teaching quality, and overcoming other obstacles preventing implementation of a comprehensive professional development program; And more!

Connecting Research And Practice For Educational Improvement

Author: Bronwyn Bevan
Publisher: Routledge
ISBN: 1351975668
Size: 30.34 MB
Format: PDF
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Connecting Research and Practice for Educational Improvement presents powerful arguments and richly illustrated cases for how more collaborative relationships between researchers and educators can yield more relevant research that impacts practice. This book can be useful for anyone teaching or learning about research–practice partnerships, in both school and out-of-school settings. The chapters highlight the different dispositions and skills needed to cultivate ethical relationships and promote equity through partnerships and provide rich frameworks for guiding future work.

Making A Positive Impact In Rural Places

Author: R. Martin Reardon
Publisher: IAP
ISBN: 164113223X
Size: 70.21 MB
Format: PDF, Mobi
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Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as “urbanormativity”—a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context. The chapters in this volume are grouped into four parts—the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.

Collaborative Curriculum Design For Sustainable Innovation And Teacher Learning

Author: Jules Pieters
Publisher: Springer Nature
ISBN: 3030200620
Size: 17.92 MB
Format: PDF, Docs
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This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

The Internal Coherence Assessment Protocol Developmental Framework

Author: Richard F. Elmore
Size: 61.74 MB
Format: PDF, Mobi
View: 1974
Purpose: In this paper we describe the Internal Coherence (IC) model of assessment and professional development, a set of clinical tools and practices designed to help practitioners foster the organizational conditions required for whole-school instructional improvement. Proposed Conceptual Argument: We argue that the data captured by the IC assessment protocol (ICAP) and the attendant supports for schools and systems help bridge the gap between performance indicators provided by external accountability systems and guidance on concrete steps for improving teaching and learning in individual schools. The IC framework interweaves previously disparate lines of research, including leadership, organizational learning, and social cognitive theory, into a developmental framework for understanding how schools improve. Implications: We posit that bringing these conceptual foundations together allows us to construct a pathway for school and district leaders that can guide them in the creation of structures and conditions for continuous adult learning and build educators' collective confidence in their pursuit of improvements to the instructional core. Internal Coherence Survey Domains and Factors is appended.

Managing School Districts For High Performance

Author: Stacey Childress
Publisher: Harvard Education Pr
ISBN: 9781891792496
Size: 36.84 MB
Format: PDF, Kindle
View: 6911
Managing School Districts for High Performance brings together more than twenty case studies and other readings that offer a powerful and transformative approach to advancing and sustaining the work of school improvement. At the center of this work is the concept of organizational coherence: aligning organizational design, human capital management, resource allocation, and accountability and performance improvement systems to support an overarching strategy. This central idea provides a valuable conceptual framework for current and future school leaders.The case studies presented in Managing School Districts for High Performance grow out of the Public Education Leadership Project (PELP), a unique partnership between the Harvard Business School, the Harvard Graduate School of Education, and a network of urban school districts. This rich array of cases explores the managerial challenges districts face as they seek to ensure rich learning opportunities and high achievement for all students across a system of schools.

Improving School Leadership Volume 2 Case Studies On System Leadership

Author: Specialists Schools and Academies Trust
Publisher: OECD Publishing
ISBN: 9789264033085
Size: 25.74 MB
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View: 1638
This book explores what specialists are saying about system leadership for school improvement. Case studies examine innovative approaches to sharing leadership and to leadership development programmes for system improvement.