What professional learning opportunities have state departments of education provided to help educators implement their new college- and career-readiness standards?
Aligned Teaching Resources: Benchmarking Implementation of College- and Caree...SREB
SREB report: How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards?
Standards and Assessments: Benchmarking State Implementation of College- and ...SREB
SREB report: What actions have states taken to foster implementation of their new college- and career-readiness standards and the assessments aligned to them?
Highlights from findings of the SREB reportsBenchmarking State Implementation of College- and Career-Readiness Standards, Aligned Assessments and Related Reforms
Accountability: Benchmarking Implementation of College- and Career-Readiness ...SREB
SREB report: What measures have states put in place to hold schools accountable for teaching and learning under their new college-and career-readiness standards?
Private Enterprise in Public Education: Cautionary Tales from the U.S. by Hema Ramanathan, Associate Professor, College of Education, University of West Georgia, U.S.A.
Aligned Teaching Resources: Benchmarking Implementation of College- and Caree...SREB
SREB report: How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards?
Standards and Assessments: Benchmarking State Implementation of College- and ...SREB
SREB report: What actions have states taken to foster implementation of their new college- and career-readiness standards and the assessments aligned to them?
Highlights from findings of the SREB reportsBenchmarking State Implementation of College- and Career-Readiness Standards, Aligned Assessments and Related Reforms
Accountability: Benchmarking Implementation of College- and Career-Readiness ...SREB
SREB report: What measures have states put in place to hold schools accountable for teaching and learning under their new college-and career-readiness standards?
Private Enterprise in Public Education: Cautionary Tales from the U.S. by Hema Ramanathan, Associate Professor, College of Education, University of West Georgia, U.S.A.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Kansas City Teacher Residency (KCTR) is a teacher residency program that recruits, certifies, and develops teachers in the Kansas city region. Launched in 2016, by Ewing Marion Kauffman Foundation, KCTR has established a high-quality and diverse teacher preparatory program for Kansas City. In late 2018, Bellwether partnered with KCTR and Kauffman Foundation to redesign KCTR's program model to bring it in line with peer benchmarks and ensure long-term impact and sustainability. Over six months, Bellwether, in collaboration with KCTR's senior leadership team, Board, and key advisers, developed and began to implement a plan to put KCTR on a path to organizational and financial sustainability (initial changes significantly reduced the ongoing fundraising need). Key priorities identified in the plan included strengthening partnerships (with schools and university), optimizing KCTR expenditures, exploring new earned-revenue opportunities, and gradually growing the number of residents to full-scale. With the new plan, KCTR is prepared to continue the growth of impact while doing so in a sustainable manner, to ultimately fuel Kansas City with passionate, effective, and diverse educators.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Pat Ashley, cohort director of N.C. State's Educational Leadership Academy, shared an overview of efforts in North Carolina over the last couple of decades to turn around low-performing schools to the Governor's Commission on Access to Sound Basic Education.
Maria Pitrie-Martin Redesign of DPI District SupportEducationNC
Maria Pitrie-Martin, deputy state superintendent, shares how DPI is redesigning its support to school districts based on need to the Governor's Commission on Access to Sound Basic Education.
Scott Marion- Balanced Assessment SystemsEducationNC
Scott Marion, executive director of the National Center for the Improvement of Educational Assessment, shared this presentation at the Governor's Commission on Access to Sound Basic Education in North Carolina.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
This independent study, conducted by EdNexus Advisors, LLC, was sponsored by School Improvement Network to better understand each state policy on providing and funding meaningful teacher professional development tied to teacher evaluations. Further states were surveyed on the state relationship with districts on requiring or recommending professional development and to what extent districts were providing professional development tied to state mandated evaluations.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Kansas City Teacher Residency (KCTR) is a teacher residency program that recruits, certifies, and develops teachers in the Kansas city region. Launched in 2016, by Ewing Marion Kauffman Foundation, KCTR has established a high-quality and diverse teacher preparatory program for Kansas City. In late 2018, Bellwether partnered with KCTR and Kauffman Foundation to redesign KCTR's program model to bring it in line with peer benchmarks and ensure long-term impact and sustainability. Over six months, Bellwether, in collaboration with KCTR's senior leadership team, Board, and key advisers, developed and began to implement a plan to put KCTR on a path to organizational and financial sustainability (initial changes significantly reduced the ongoing fundraising need). Key priorities identified in the plan included strengthening partnerships (with schools and university), optimizing KCTR expenditures, exploring new earned-revenue opportunities, and gradually growing the number of residents to full-scale. With the new plan, KCTR is prepared to continue the growth of impact while doing so in a sustainable manner, to ultimately fuel Kansas City with passionate, effective, and diverse educators.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Pat Ashley, cohort director of N.C. State's Educational Leadership Academy, shared an overview of efforts in North Carolina over the last couple of decades to turn around low-performing schools to the Governor's Commission on Access to Sound Basic Education.
Maria Pitrie-Martin Redesign of DPI District SupportEducationNC
Maria Pitrie-Martin, deputy state superintendent, shares how DPI is redesigning its support to school districts based on need to the Governor's Commission on Access to Sound Basic Education.
Scott Marion- Balanced Assessment SystemsEducationNC
Scott Marion, executive director of the National Center for the Improvement of Educational Assessment, shared this presentation at the Governor's Commission on Access to Sound Basic Education in North Carolina.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
This independent study, conducted by EdNexus Advisors, LLC, was sponsored by School Improvement Network to better understand each state policy on providing and funding meaningful teacher professional development tied to teacher evaluations. Further states were surveyed on the state relationship with districts on requiring or recommending professional development and to what extent districts were providing professional development tied to state mandated evaluations.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
1Running Head DATA GATHERINGS AND INTERVIEWS11DATA GATHER.docxdrennanmicah
1
Running Head: DATA GATHERINGS AND INTERVIEWS
11
DATA GATHERINGS AND INTERVIEWS
Data Gathering and Interviews
Introduction
School improvement has important on schools, which are low-performing schools where the whole school should be turned toward another path. There are changes of ways and that a school can do with school improvement. Instructors, administrators, and parents are to set objectives to assist the school with improving each year on an institutionalize test and other test to contrast them and others school presentations. With the No Child Left behind Act in 2002 it expects leaders to take a gander at each child as people and as gatherings and not exactly at the aggregate school, making the act of ceaseless improvement for all students. Be that as it may, this Act has change and called Every Student Succeeds Act, it enable schools for more important adaptability to decide best interventions and improvement activities. For school improvement, information should be gathered to distinguish shortcoming and the qualities of a specific school. Instructors, staff, administrators and parents are partners they thought of a school improvement intend to upgrade student accomplishment in the classroom and to prepare instructional procedures for persuasive getting ready for school improvement.
School Reform
For a long time training, leaders have been pushing onto school regions school changes that don't hint at any working while at the same time giving short shrift to those that have a reputation of working. In the classroom there are such a large number of weaknesses and basic leadership that can be considered to improve student accomplishment and to help school improvement. School change or school upgrades results should be changed. Among a meeting with the standard of WASC team, they expressed that school improvement or school change is followed up on the coordinated effort on administrators, teachers, parents and students. Specialist assumes a critical job in the school. There are a few schools with various socioeconomics that can influence different results. Schools that demonstrated achievement grasps fundamental help and these backings are:
•
Leadership-Everyone in the school is a leader. An educator is the leader in the classroom. Parents are leaders at home and administrators are the leaders of an explicit school. Guideline sorted out their staffs and their locale resources in help of student learning. Whatever the guideline needs the school pursues, here and there initiative can be a reason for miscommunication, and they will simply accumulate information from educators and guardians yet they do not want to do with that information.
•
Improved people group ties the standard and school staff examines out and made school additionally inviting for parents and made connects to other network establishments. In an instruction framework the mission of the school isn't just done in the classrooms and the school itself. They need to als.
A Public-Private Teacher Development Collaborative: Promoting High-Quality Ed...ohedconnectforsuccess
June 28, 10:15 – 11:30am, Room: Champaign
This collaborative engages teachers in continuing professional development for the purpose of improving teaching and learning in a low-resource region. Based on their organization, processes, and initial results, school personnel were successful in meeting the improvement goals. This session explains the purposes, structure and accomplishments achieved through combining public and private IHE and community perspectives and resources to address regional school improvement. Collaborative models increase capacity to transform education in rural and urban schools and are increasingly important in a stressed U.S. economy.
Main Presenter: Dorothy Erb, Marietta College
Co-Presenter(s): Phyllis McQueen, University of Rio Grande; Renee Middleton, Ohio University; Rae White, Muskingum University
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Teacher Quality Is Defined By Reforms Fostered In Teacher Licensure And Certi...noblex1
There is a growing consensus among many states that standards for accreditation of teacher preparation programs, initial licensing for teachers, and advanced certification for veteran teachers should be aligned. Rules and tests that govern teacher certification have little to do with true classroom performance. Rather than tighten regulations, states are urged to simplify entry and hiring into the profession and allow the market to guide both teacher quality and quantity. There also is a continuing focus on the assignment of state representatives needed to facilitate the assessments, as well as a systemwide strategy to develop and encourage teacher self-assessment as an approach to professional development.
All institutions are required to meet teacher preparation standards. These new standards provide mentors to help ensure that beginning teachers have ongoing accurate feedback about their progress and that teachers use assessments and requirements for continuous professional development throughout their career. Teachers now are required to earn a master's degree or complete hours of graduate credit in classroom teaching and/or in an area of licensure.
Companion elements to the teacher reform agenda are organized to help ensure high quality sources of professional development for all educators and school support personnel and achieve their mission by disseminating exemplary educational practices, facilitating individual and organizational development, encouraging self-reflection and life-long learning, valuing local and regional needs, providing a flexible regional delivery system that is comprehensive and equitable, promoting collaborative leadership, communicating actively with service providers and advocating the use of technology.
Through new initiatives, there also have been organizational adjustments that have signaled an increased emphasis on school-higher educational partnerships to improve teaching and learning. Teacher recruitment has focused particularly on the teaching force becoming more diverse in its promotion of school improvement. One significant strategy for meeting these expectations is the creation of new model projects funded to serve as promising initiatives to draw unrepresentative individuals in the teaching field.
A significant proportion of the funds are directed toward partnerships to work on tasks that would yield a solid set of alternatives for professional development. A partnership assistance and coordination plan for school-higher education partnerships is developed, the goal of which is to establish linkages between the funded school-higher education partnership projects.
The new goals are:
1. To communicate college level expectations through faculty from K-12 and higher education communities collaborating on the definition of freshman admission standards and common placement guidelines.
Source: https://ebookschoice.com/teacher-quality-is-defined-by-reforms-fostered-in-teacher-licensure-and-certification/
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. 2|
Contents
Professional
Development
What professional learning opportunities have state
departments of education provided to help educators
implement their new college- and career-readiness
standards?
Criteria
Delaware
Tennessee
Goals, approaches
Major initiatives
Tailored for leaders
Sustainability
Professional Development | Benchmarking College- and Career-Readiness Standards
page 3 page 4 page16
Participating
states
Findings
across states
Highlights from
leading states Methodology
More about
these reports
page 9 page17
3. 3|
Benchmarking
College- and
Career-Readiness
Standards
Participating states
Louisiana
Maryland
Mississippi
North Carolina
South Carolina
Tennessee
West Virginia
Other regions
Colorado
New York
Pennsylvania
Florida participated in preliminary (March 2014) but not final reports.
This SREB project supports
states in the monumental
task of implementing higher
statewide standards by
tracking progress and
bringing states together to
learn from and collaborate
with one another.
SREB region
Alabama
Delaware
Georgia
Kentucky
Professional Development | Benchmarking College- and Career-Readiness Standards
4. 4|
Goals and
approaches
Capacity and collaboration
All 14 state departments of
education designed their
professional development
initiatives to build local capacity
so districts and schools could lead
implementation themselves
training trainers, for example, or
emphasizing professional learning
communities.
Several states structured offerings
to maximize the impact of the
small staff at the department.
States vary greatly in how far
their efforts reached into districts
and schools and in how
systematically the state
departments of education
collaborated with districts, schools
and local teachers to integrate
professional development.
Professional Development | Benchmarking College- and Career-Readiness Standards
All states in this study
provided initial training and
offer at least some ongoing
support.
Interviewees in state
departments of education
shared that they have
engaged with local educators
more intensively than ever
before and provided more
professional learning in
response to unprecedented
requests for support.
5. 5|
Major initiatives All 14 states provided initial
training to help educators learn
about the new standards,
prepare for implementation and
help educators be successful
over the long haul.
At the district level
All 14 departments offered
training for district leadership
teams, who were then
responsible for leading local
implementation.
At the school level
Deep work with school teams
was at the heart of these PD
efforts:
• Delaware’s Common Ground
for the Common Core initiative
• Maryland’s Educator
Effectiveness Academies
• Tennessee’s TNCore and
Core Coaches initiatives
Professional Development | Benchmarking College- and Career-Readiness Standards
All 14 states provided initial
training plus ongoing
training and support.
Notable efforts in some
states included additional
work at the school and
teacher levels.
At the teacher level
All of the states offered some
type of training directly to
teachers. State departments with
the most extensive offerings
were Georgia, Louisiana,
Mississippi and Tennessee.
For example, Louisiana’s
Teacher Leader Cadre has
provided training to 6,500
teachers to serve as leaders and
trainers at their home schools.
And Tennessee’s Core
Coaches initiative trained more
than 1,300 teachers to lead
statewide training that in turn
reached 55,000 participants.
6. 6|
Major initiatives Fostering collaboration
The Alabama State Department
of Education created district
implementation teams of
administrators and teachers.
After quarterly training with the
department, they lead PD for
schools in their districts.
Regional planning teams bring
together leaders from regional in-
service centers, the Alabama
Math, Science and Technology
Initiative, the Alabama Reading
Initiative, higher education, early
childhood, and career and
technical education. Nearly 300
regional content specialists then
provide ongoing support to
districts and schools.
In Kentucky, the department’s
District Leadership Teams built
job-specific leadership networks
for practitioners from a variety of
role groups.
Professional Development | Benchmarking College- and Career-Readiness Standards
All 14 state departments of
education provided initial
training, ongoing training
and support, and some
training for district
leadership teams.
Some states also fostered
notable collaborations.
Mississippi increased PD
resources for local educators
through collaboration among the
legislature, state board of
education, state department of
education and regional centers.
After a Joint Legislative
Committee on Performance
Evaluation and Expenditure
Review report outlined the
department’s implementation
efforts, the state board funded
additional staff at Alabama’s
regional education service
agencies. The RESAs are
providing training and tools with a
goal of reaching most of the
state’s 34,000 educators.
Georgia, Louisiana,
Pennsylvania and Tennessee
also made notable efforts to
promote collaboration across role
groups and levels.
7. 7|
Major initiatives Literacy Design Collaborative,
Mathematics Design
Collaborative
Six states in the study used LDC
and MDC, which allow teachers
to plan and share lessons
aligned to the standards that
integrate literacy in academic
subjects and foster reasoning
and problem-solving in math.
The Delaware Department of
Education trained high school
teachers and district Reading
and Math Cadre content
specialists on LDC tools to
embed literacy in tasks in
different subjects.
Georgia and Kentucky trained
teachers, leaders and others in
the majority of their districts.
Colorado provides training to
targeted districts, with plans to
scale the work statewide.
.Professional Development | Benchmarking College- and Career-Readiness Standards
All 14 state departments of
education provided initial
training, ongoing training
and support, and some
training for district
leadership teams.
Some states used the
Literacy Design and
Math Design
collaboratives.
Colorado and Kentucky
partnered on the Common
Assignment Study initiative.
High-performing teachers from
both states meet to collaborate
on units that align to both states’
standards, embed LDC and MDC
modules and provide models for
teachers. Partner states have
developed criteria and guidance
to support expanding this work.
In Pennsylvania, intermediate
units (regional education service
agencies) provided LDC and
MDC training. The state
department of education uploads
teaching resources teachers
produce during training to its
online resource bank.
The West Virginia Department
of Education includes LDC and
MDC in its training modules for
RESAs to use in their work with
local districts across the state.
8. 8|
Online,
on-demand
All of the 14 states in the study
offer combinations of guidance,
tools, courses, self-paced
modules, and videos of exemplary
instruction in action.
States with notable online, on-
demand professional learning
resources are Georgia,
Kentucky, Louisiana and
Tennessee.
Professional Development | Benchmarking College- and Career-Readiness Standards
Tennessee, for example, offers
educators an extensive array of
online professional learning
resources for use on a voluntary,
on-demand basis through its
Electronic Learning Center and
TNCore Web portal.
All of the states offer
educators access to online,
on-demand, supplementary
professional development
resources.
9. 9|
Tailored for leaders The Maryland Department of
Education provided training to
principals from every school in
the state during Educator
Effectiveness Academies. In
addition, the department:
• designed summer sessions for
leaders based on visits to
every district to meet with
principals and visit classrooms
• paired leaders in small districts
with those in larger districts for
sharing and collaboration
• provides job-embedded
support for principals in the
state’s lowest-performing
districts and Title I schools
through the Maryland
Breakthrough Center
Assistant superintendents meet
with the department monthly, as
do district leaders who supervise
principals.
Professional Development | Benchmarking College- and Career-Readiness Standards
Most commonly, states added
breakout sessions at summer
trainings or added to regular
leadership training. Seven
states also offered more
extensive learning for leaders:
Delaware, Kentucky,
Louisiana, Maryland,
Pennsylvania, South
Carolina and Tennessee.
In Delaware, 100 principals
participate in job-embedded
coaching in collaboration with
the Delaware Business
Roundtable, Rodel Foundation
and University of Delaware.
Tennessee’s TNCore
trainings tailor learning for
leaders, and the Common
Core Leadership Course
helps leaders learn more
about implementing standards
and observing instruction.
All states in the study offered
professional learning specifically
for district staff and principals
(though support for leaders has
not been as extensive as for
teachers).
Notable state efforts are
highlighted here.
10. 10|
Sustainability Many of the states had special
funding to bolster their early
initiatives. All of the leading states
had won Race to the Top grants,
and a few also received grants
from private foundations..
Now, four years into the work of
supporting local implementation of
the standards, states grapple with
how to shape future PD
initiatives to foster success over
the long term.
Scaling back
In several states, the department
plans to continue initiatives, but in
scaled-back form. Possible
modifications include online, on-
demand training and tools, and
shifting responsibility for
support from the state to districts
and schools.
Adding on
In Delaware, the department will
continue Common Ground for
the Common Core institutes and
follow-ups with guiding teams.
Maryland worked with 200 Master
Teachers to deliver PD at summer
conferences. The department
posted all resources from its
Educator Effectiveness
Academies online and is
developing new courses schools
can use for local needs.
In Mississippi, the state Board of
Education approved funding for
additional PD staff at the state’s
RESAs.
In Tennessee, the state
Department of Education
launched a STEM Leadership
Council to develop STEM-based
PD across the state.
Professional Development | Benchmarking College- and Career-Readiness Standards
States are grappling with
how to sustain their
professional development
efforts when grant funding
ends.
Some states are cutting
back; others are
expanding.
11. 11|
Leading states Delaware, Georgia, Kentucky, Louisiana,
Maryland and Tennessee stood out on these criteria.
Collaboration and structure, initial and ongoing
The department collaborated with regional education service centers
and other entities to provide initial training.
The department continues to provide ongoing support, including:
• Intensive and systematic collaboration with local educators to
support school leaders, district leaders, teachers and higher
education faculty
• Professional learning for large numbers of individual teachers
statewide, in addition to trainings for schools and district teams
• Substantial, targeted professional learning for principals and
district staff
Comprehensive content
• ELA and math for K-12
• Literacy in history/social studies, science, and technical subjects in
grades six through 12
• Differentiation of instruction for diverse learners
• Formative assessment
• How the new standards relate to other major reforms
Extensive online supplementary professional learning resources
Leading states
Criteria
Professional Development | Benchmarking College- and Career-Readiness Standards
Leading states are noted for
the most comprehensive
and coordinated efforts.
Their work offers models
other states may find useful.
12. 12|
Highlights from
leading states
Delaware
Collaboration with school and district teams
Following some initial training for educators around the state, the
department worked with a steering committee of stakeholders including
the state Board of Education, the teachers union, and higher education
to design the Common Ground for the Common Core initiative, which
began in 2013.
Schools and districts each designate a guiding team of teachers and
administrators, who participate in several full-day and multi-day
professional learning institutes throughout the year. Teams from 143
traditional schools and a few charter schools participated voluntarily,
representing 17 of the state’s 19 districts. The department works with
partners, including Achieve, Student Achievement Partners, the
International Reading Association, Solution Tree and Expeditionary
Learning, to design and deliver the institutes.
Face-to-face, monthly meetings with guiding teams complement the
institutes. Department staff offer additional training and feedback, and
guiding teams discuss progress and identify areas of strength and
needs for improvement.
Common Ground for the Common Core 2.0 launched in 2014-15,
adding a focus on assessment, performance tasks, Professional
Learning Communities, and response-to-intervention practices.
Professional Development | Benchmarking College- and Career-Readiness Standards
Delaware stands out for its
training and support for
leaders as well as for
extensive collaboration
between the state
department of education
and leadership teams at
the school and district
levels.
13. 13|
Highlights from
leading states
Delaware
For leaders
Principals: The department works with partners such as the Delaware
Business Roundtable Education Committee, the Rodel Foundation and
the University of Delaware on four job-embedded coaching projects.
More than 100 principals work with a coach to develop their knowledge
of the Common Core as well as their skills in instructional leadership,
change management, and implementing the state’s new teacher
evaluation system.
District staff: Through Math and Reading Cadres, English language
arts and math content specialists from all Delaware districts collaborate
monthly with the department to receive professional learning and to plan
and develop supports for practitioners. Cadre members serve as
instructional leaders in their home districts.
Sustainability
Much of the work is supported by Delaware’s Race to the Top grant,
which will continue through 2014-15. To sustain efforts beyond the
grant, the department plans to engage with the U.S. Department of
Education Reform Support Network’s Sustainability Workgroup and
to cement efforts through professional learning communities in
schools statewide.
Professional Development | Benchmarking College- and Career-Readiness Standards
Delaware stands out for its
training and support for
leaders as well as for
extensive collaboration
between the state
department of education
and leadership teams at
the school and district
levels.
14. 14|
Highlights from
leading states
Tennessee
Common Core Leadership Council
The Tennessee Department of Education launched a Common Core
Leadership Council in 2012 to advise it on all aspects of implementing
the new standards and assessments. The council is made up of
principals, supervisors and superintendents — 22 members
represented all regions in the state. Department staff consult with the
council at regular meetings to discuss ongoing efforts, track progress
and address challenges.
Professional learning for school teams and district staff
The TNCore initiative, which began in 2012 and continued through
summer 2014, provided local educators and leaders PD and support to
lead implementation at their home schools. The department recruited
1,370 local educators to serve as Core Coaches. To prepare them to
deliver TNCore training to educators around the state, Core Coaches
received intensive training and support.
In regional multi-day summer sessions, teachers followed specific
learning tracks by grade level and subject. School teams and district
staff participated in follow-up sessions throughout the school year. In
2013, the department invited higher education faculty to attend
sessions designed for them.
By the last session in summer 2014, approximately 55,000 had
attended TNCore trainings.
Professional Development | Benchmarking College- and Career-Readiness Standards
Tennessee’s approach to
professional learning
stands out for the
extensive involvement of
local educators in
planning and providing
training, and for the large
numbers of practitioners
who have participated.
15. 15|
Highlights from
leading states
Tennessee
Professional learning for school teams and district staff
The department launched a year-long Common Core Reading Course
for teachers in fall 2013. Over 5,000 teachers participated in 2013-14
and the course continues in 2014-15.
A STEM Leadership Council of individuals from industry, higher
education and K-12 began in spring 2014 to develop STEM trainings
and professional development across the state.
Professional development for leaders
The department offers a Common Core Leadership Course
specifically for principals, assistant principals and district supervisors.
Approximately 70 percent of school-level administrators in the state
have taken the course. In 2014 the department began offering
advanced courses for more experienced leaders.
Local administrators are trained to serve as Common Core
Leadership Coaches and deliver six full days of training during the
school year.
Tennessee’s Electronic Learning Center and TNCore Web portal
offer educators an extensive array of professional learning resources.
Professional Development | Benchmarking College- and Career-Readiness Standards
Tennessee’s approach to
professional learning
stands out for the
extensive involvement of
local educators in
planning and providing
training, and for the large
numbers of practitioners
who have participated.
16. 16|
Methodology SREB examined efforts of state
departments of education to
support implementation of college-
and career-readiness standards,
assessments and related reforms.
Researchers looked at how states
provided guidance, tools and
support for teachers and for
school and district leaders.
SREB worked with a point person
in each of the 14 state
departments of education.
Timeframe
The SREB reports reflect state
efforts and plans between 2010
and summer 2014.
These January 2015 final reports
replace preliminary ones
published in March 2014.
A team of SREB researchers
and consultants gathered
information from:
Reviews of publicly available
information: Researchers
reviewed state policy documents
and reports, state department of
education websites, and other
sources such as U.S. Department
of Education reports.
Interviews: Researchers
interviewed leaders from state
departments of education, state
boards of education, unions,
higher education, and business
and community organizations, as
well as legislators’ and governors’
staff, teachers, principals and
district superintendents.
Each state department reviewed
drafts to ensure accuracy.
Professional Development | Benchmarking College- and Career-Readiness Standards
17. 17|
Full reports
More information
Professional Development | Benchmarking College- and Career-Readiness Standards
Find all reports at SREB.org/1600 >
Six detailed final reports were
published in January 2015. Slide
documents of report highlights,
like this one, are also available for
each report.
Cross-State Findings
Trends across the states, perspectives
from the field and suggestions for
moving forward
Details on each state's efforts in
five areas:
Timeline and Approach to
Standards and Assessments
Aligned Teaching Resources
Professional Development
Evaluation of Teachers
and Leaders
Accountability
Kim Anderson, Director
Benchmarking College- and
Career-Readiness Standards
404-875-9211
Kim.Anderson@SREB.org