scholarly journals Varieties of Knowledge and Skill-Based Pay Design

2003 ◽  
Vol 11 ◽  
pp. 4
Author(s):  
Anthony Milanowski
Keyword(s):  
School Districts ◽  
Development Program ◽  
Expectancy Theory ◽  
Policy Makers ◽  
Knowledge And Skills ◽  
Pay Systems ◽  
Graduate Degrees ◽  
School Based ◽  
Teacher Skills ◽  
K 12

This article describes the design of knowledge and skill-based pay systems for K-12 teachers in six U.S. school districts and one charter school. Based on a theory of action that relates knowledge and skill- based pay systems to improvements in instruction, and the expectancy theory of motivation, seven dimensions for comparison are identified and the systems are compared based on these dimensions. While there were a variety of reasons for designing new pay systems, similarities included that teachers were involved in the design processes, and that the knowledge and skills rewarded are more closely related to instruction than in the traditional salary schedule (though none of the systems placed heavy emphasis on content-specific pedagogy). Most systems made use of existing standards or definitions of good teaching, such as the Framework for Teaching (Danielson, 1996). While most of the systems involved performance-based assessments of teacher skills, in no case were seniority and graduate degrees eliminated as a basis for pay progression. Few of the programs had developed a coordinated professional development program specifically linked to the knowledge and skills rewarded by the new pay system. Implications for policy makers and system designers are drawn.

Developing School Leaders: Findings From a Randomized Control Trial Study of the Executive Development Program and Paired Coaching

2021 ◽  
pp. 016237372110472
Author(s):  
Benjamin K. Master ◽  
Heather Schwartz ◽  
Fatih Unlu ◽  
Jonathan Schweig ◽  
Louis T. Mariano ◽  
...  
Keyword(s):  
English Language ◽  
School Effectiveness ◽  
Controlled Trial ◽  
Development Program ◽  
Executive Development ◽  
School Based ◽  
Language Arts Achievement ◽  
K 12 ◽  
Positive Effect

Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.

scholarly journals Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago

2014 ◽  
Vol 9 (1) ◽  
pp. 1-35 ◽  
Author(s):  
Matthew P. Steinberg
Keyword(s):  
Public Schools ◽  
School Districts ◽  
School Performance ◽  
Regression Discontinuity ◽  
Reading Proficiency ◽  
The United States ◽  
Policy Makers ◽  
Charter School Principals ◽  
School Based ◽  
And Performance

School districts throughout the United States are increasingly providing greater autonomy to local public (non-charter) school principals. In 2005–06, Chicago Public Schools initiated the Autonomous Management and Performance Schools program, granting academic, programmatic, and operational freedoms to select principals. This paper provides evidence on how school leaders used their new autonomy and its impact on school performance. Findings suggest that principals were more likely to exercise autonomy over the school budget and curricular/instructional strategies than over professional development and the school's calendar/schedule. Utilizing regression discontinuity methods, I find that receipt of greater autonomy had no statistically significant impact on a school's average math or reading achievement after two years of autonomy. I do find evidence that autonomy positively affected reading proficiency rates at the end of the second year of autonomy. These findings are particularly relevant for policy makers considering the provision of greater school-based autonomy in their local school districts.

Promising Research, Programs, and Projects: Algebraic Thinking: A Professional-Development Theme

1997 ◽  
Vol 3 (6) ◽  
pp. 326-329
Author(s):  
Faye Nisonoff Ruopp ◽  
Al Cuoco ◽  
Sue M. Rasala ◽  
M. Grace Kelemanik
Keyword(s):  
Professional Development ◽  
School Districts ◽  
High School Teachers ◽  
Development Program ◽  
Algebraic Thinking ◽  
School Teachers ◽  
Education Development ◽  
School Day ◽  
K 12 ◽  
Development Center

Over a thirty-six month period beginning September 1992, teams of two elementary, two middle, and two high school teachers from each of seven school districts attended a series of biweekly seminars at Education Development Center (EDC). The seminars, called Teachers, Time and Transformations (TTT), were held during the school day as part of a professional-development program for K–12 mathematics teachers.

scholarly journals School Systems and the PTA: Partnering in the Time of COVID-19

2021 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Henry Smith
Keyword(s):  
School District ◽  
School Districts ◽  
Health Systems ◽  
Colleges And Universities ◽  
Nongovernmental Organization ◽  
After School ◽  
School Systems ◽  
School Based ◽  
Education School ◽  
K 12

School systems and parents have fought over control of K-12 education for more than 150 years. However,  COVID- 19  shined a spotlight on the need for school systems and parents to  build cross-sectoral partnerships in order to deliver that education. One vehicle for this cross-sectoral parnership is the Parent Teacher Associations  (PTA) found in every school district.   Partnering is not a novel idea in education. School districts partner with colleges and universities, after school providers and school based health systems. It is time for educators and their communities to reexamin and stregthen their cross-sectoral partnership with the nongovernmental organization that is already there, the local PTA.    

scholarly journals Curriculum Intervention Research as a Source of Knowledge of Most Worth

2018 ◽  
Vol 7 (3) ◽  
pp. 240-250 ◽  
Author(s):  
Ang Chen ◽  
Bo Shen ◽  
Xihe Zhu
Keyword(s):  
Design Process ◽  
Curriculum Design ◽  
Large Scale ◽  
Intervention Studies ◽  
Intervention Research ◽  
Knowledge And Skills ◽  
School Based ◽  
Curriculum Intervention ◽  
Curriculum Interventions ◽  
K 12

A major portion of Catherine Ennis’s scholarship and career was devoted to developing culturally relevant physical education curricula for K–12 students. She held a strong conviction that the efficacy of a curriculum lies in its ability to enhance students’ knowledge and skills of most worth for their lives. The approach she adopted for curriculum development is an evidence-supported curriculum-design process through which a curriculum is put to the rigorous process of intervention research to determine its efficacy. In this article the authors reflect on the experiences they had with her in these curriculum interventions, share the ideas and practices in the research as Ennis envisioned, and discuss challenges and solutions in conducting large-scale, school-based curriculum intervention studies.

scholarly journals PENGARUH METODE PENYEGARAN TERHADAP PENGETAHUAN DAN KETERAMPILAN KADER DALAM PROGRAM KELUARGA BALITA PADA BAYI UMUR 12 BULAN DI POSYANDU DASAN AGUNG LAMA WILAYAH KERJA PUSKESMAS DASAN AGUNG TAHUN 2018

2020 ◽  
Vol 2 (1) ◽  
pp. 60
Author(s):  
Hasniatun Iza ◽  
Ati Sulianty
Keyword(s):  
Public Health ◽  
Growth And Development ◽  
Health Workers ◽  
Development Program ◽  
Public Health Problem ◽  
Family Development ◽  
Policy Makers ◽  
Knowledge And Skills ◽  
Knowledge And Attitudes ◽  
Level Of Knowledge

Gangguan pertumbuhan dan perkembangan pada anak di indonesia mencapai 35,7% dan tergolong dalam masalah kesehatan masyarakat yang tinggi menurut acuan WHO karena masih di atas 30%. Oleh sebab itu penanggulangan dapat dicegah lebih awal yang menjadi tanggung jawab semua pihak baik pembuat kebijakan maupun petugas kesehatan dan masyarakat sekitar. Kader kesehatan berperan sebagai ujung tombak dari pemantauan pertumbuhan balita di wilayah tempat  tinggal, karena terjun langsung ditengah masyarakat  sehingga tingkat pengetahuan dan sikap kader menjadi hal yang sangat penting. Tujuan penelitian ini untuk mengetahui apakah ada pengaruh dari pemberian penyegaran pengetahuan dan keterampilan kader terhadap program bina keluarga balita di posyandu wilayah kerja puskesmas Dasan Agung. Metode yang digunakan dalam penelitian ini adalah metode quasi eksperimental dimana kader akan mendapatkan penyegaran pengetahuan dan keterampilan dalam melakukan pemantauan tumbuh kembang balita. Untuk mengetahui pengaruh dari penyegaran tersebut akan dilakukan pretest dan posttest kemudian hasil kedua test akan dibandingkan untuk mengetahui pengaruh penyegaran tersebut. dan Hasilnya adalah penyegaran tersebut telah meningkatkan pengetahuan dan keterampilan kader Posyandu sebanyak 64,55% untuk peningkatan pengetahuannya dan 24,26% untuk peningkatan keterampilannya. Sehingga artinya terdapat pengaruh yang signifikan dari pemberian metode penyegaran terhadap pengetahuan dan keterampilam kader dalam program Bina Keluarga Balita. Impaired growth and development in children in Indonesia reaches 35.7% and is classified as a high public health problem according to WHO references because it is still above 30%. Therefore, prevention can be prevented early which is the responsibility of all parties, both policy makers and health workers and the surrounding community. Health cadres play a role as the spearhead of monitoring the growth of children under five in the area where they live, because they are directly involved in the community so that the level of knowledge and attitudes of cadres is very important.The purpose of this study was to find out whether there was an influence from giving a refreshment of cadre knowledge and skills to the toddler family development program at the posyandu in the working area of the Dasan Agung health center. The method used in this study is an experimental quasi method where cadres will get a refresh of knowledge and skills in monitoring toddler growth and development. To know the effect of the refresher will be done pretest and posttest then result of second test will be compared to know influence of refresher. and the result is that refresher has increased the knowledge and skills of Posyandu cadres by 64.55% to increase their knowledge and 24.26% to increase their skills. So that means that there is a significant influence from the provision of refreshment methods on cadre knowledge and skills in the Toddler Family Development program

scholarly journals 21st Century Learning: Professional Development in Practice

2015 ◽  
Author(s):  
Philip Bernhardt
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Development Program ◽  
21St Century Learning ◽  
School Based ◽  
Recommendations For Action ◽  
Teacher Professional ◽  
Research Questions ◽  
K 12 ◽  
Broad Overview

This study examined a school-based teacher professional development program as it was being conceptualized, designed, and put into practice. This article addresses four distinct, but interrelated components of the study. The first section presents a broad overview of literature situating 21st century learning. This examination specifically focuses on how this construct is conceptualized and defined by a variety of influential organizations as well as the various competencies often associated with this pedagogical perspective. The review concludes with a brief critique of this construct. The second section addresses the program areas under evaluation as well as the nature of the program and both its goals and context. The third section discusses the research questions, findings, and recommendations for action. The article concludes with comments for K-12 schools planning to implement teacher-centered professional development.

Evidence-Based Practice in School Mental Health

2019 ◽  
Keyword(s):  
Mental Health ◽  
Mental Disorders ◽  
Mental Health Problems ◽  
Common Mental Disorders ◽  
Adolescent Psychopathology ◽  
Real Life ◽  
Childhood And Adolescence ◽  
Dsm 5 ◽  
School Based ◽  
K 12

Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

Lessons learned from a search for common ground

2021 ◽  
Vol 102 (5) ◽  
pp. 29-32
Author(s):  
Rick Hess ◽  
Pedro Noguera
Keyword(s):  
School Choice ◽  
Common Ground ◽  
Social And Emotional Learning ◽  
Lessons Learned ◽  
Policy Makers ◽  
Teachers College ◽  
Social And Emotional ◽  
Education Leaders ◽  
K 12 ◽  
Common Understanding

In 2020, Rick Hess and Pedro Noguera engaged in a long-running correspondence that tackled many of the biggest questions in education — including topics like school choice, equity and diversity, testing, privatization, the achievement gap, social and emotional learning, and civics. They sought to unpack their disagreements, better understand one another’s perspectives, and seek places of agreement or points of common understanding. Their correspondence appears in their book, A Search for Common Ground: Conversations About the Toughest Questions in K-12 Education (Teachers College Press, 2021). In this article, they reflect on the exercise, what they learned from it, and what lessons it might offer to educators, education leaders, researchers, and policy makers.

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