The document provides the results of a survey conducted on diversity practitioners in independent schools. It finds that while most schools' mission statements include diversity, practitioners face challenges in achieving diversity goals. It reports on practitioners' backgrounds, roles and responsibilities, needs, and the level of support they receive from their schools. The executive summary outlines initiatives NAIS is undertaking to better support diversity practitioners, such as seminars for school leaders and guidelines for best practices.
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
The document discusses the impact of the Education and Economic Development Act (EEDA) legislation on schools and students in South Carolina. EEDA aims to enhance student success, graduation rates, and career preparation. It requires schools to implement career clusters and pathways, increase career counseling, and involve parents in students' career plans. Since EEDA was established, dual enrollment has increased 100% at one high school and their graduation rate has risen 10%. EEDA also supports character education and bullying prevention to improve school climate.
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.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
External interview summary for may meeting draftv3ppageegd
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
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
The document discusses the impact of the Education and Economic Development Act (EEDA) legislation on schools and students in South Carolina. EEDA aims to enhance student success, graduation rates, and career preparation. It requires schools to implement career clusters and pathways, increase career counseling, and involve parents in students' career plans. Since EEDA was established, dual enrollment has increased 100% at one high school and their graduation rate has risen 10%. EEDA also supports character education and bullying prevention to improve school climate.
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.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
External interview summary for may meeting draftv3ppageegd
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
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.
This document discusses power and authority in education systems. It begins with an overview of how hierarchies of power and authority affect education, leading to important questions about operating ethically and legally. It then outlines several sub-topics, including empowering students, teachers unions, teaching for equity, the effects of poverty on education, and state-level administration and policy. For each sub-topic, it provides background information and discusses relevant issues through references to additional sources.
This document provides an overview of a dissertation prospectus on exploring the influence of cross-cultural experience on student leadership development and academic achievement in culturally diverse K-12 schools. It is a qualitative study that aims to address the gap in literature regarding approaches to improve student outcomes in these schools. The prospectus describes the background problem of lack of focus on student leadership in diverse schools and discusses the theoretical foundations of applying models like the Boundary-Breaking Leadership Development Model to promote diversity and collaboration among students.
Key Findings from Focus Groups with College StudentsRobert Kelly
The document summarizes key findings from focus groups with current college students conducted by Hart Research Associates in September 2014. The focus groups explored students' understanding of their colleges' expected learning outcomes, feelings about post-college transition, and confidence in having skills for success after college. Key takeaways are that while students focus on degree requirements rather than skills, they recognize employers value both field-specific and cross-cutting skills. Students believe critical thinking, teamwork, and communication skills are most important to employers. Though anxious about transitioning, students generally feel prepared with needed skills and knowledge.
A School Leader’s Guide to Effective Stakeholder EngagementTanya Paperny
Families, teachers, and communities all have varying perspectives on what
the school year can and should hold for students. School leaders need to
balance these voices in decision-making through effective and authentic
stakeholder engagement.
Stakeholder engagement is essential for school leaders confronting change
and uncertainty. And yet there are better and worse ways for school leaders
to engage stakeholders in their decision-making processes: It’s far too easy to
neglect important groups, spend too much time with some groups and not
enough with others, or fail to take into account how past decisions and
community context may affect the perception of leadership decisions.
“A School Leader’s Guide to Effective Stakeholder Engagement” [LINK TK]
can help school leaders avoid these pitfalls. This slide deck provides an
overview of stakeholder engagement and easy-to-understand steps, and a
linked workbook (on slide 5) provides a resource to support school leaders as
they implement their approach.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
Good Governance Implications on Principals' Effectiveness in Public Secondary...ijtsrd
This research titled "Good Governance Implications on Principals' Effectiveness in Public Secondary Schools PSS in the South West Region SWR of Cameroon", sought to examine the extent to which good governance practice participation affect principals' effectiveness. More specifically, this paper sought to find out how participation in decision making affects principals' effectiveness. The survey research design was employed and a sample of 380 made up of school administrators principals, vice principals, senior discipline masters mistresses and counsellors and teachers, students and parents were used. The simple random sampling and purposive sampling techniques were used to select the respondents. The instruments used in collecting data were questionnaires both open and closed ended and a guide for focus group discussion. Validation of instruments was done through face and content validity. Reliability was achieved through the test re test method. The statistical package for social sciences SPSS , version 25 was used to analyse data. Both descriptive and inferential statistics were employed. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. For inferential statistics, the Pearson Product Moment Correlation Coefficient Value® was employed to test the hypothesis. The results rejected the null hypothesis while retaining the alternative form. The indicator had a moderate relationship, that is, participation in decision making rxy comp. value =0.561 . This value was compared to the maximum value 1, to determine the strength of the relationship. This led to the conclusion that participation in decision making has a significant relationship with principals' effectiveness. Based on these results recommendations were made following the specific objective. Principals are advised regularly to use participatory decision making to foster their effectiveness. Haddassah Limunga Mbake "Good Governance: Implications on Principals' Effectiveness in Public Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31722.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31722/good-governance-implications-on-principals%E2%80%99-effectiveness-in-public-secondary-schools-in-the-south-west-region-of-cameroon/haddassah-limunga-mbake
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
1) The document discusses advocating for standards in student affairs departments at African universities, using the University of Botswana as a case study. It argues that establishing standards can help professionalize student affairs and add value to higher education institutions in Africa.
2) Some benefits of professionalizing student affairs discussed include developing a common language of assessment, gaining legitimacy from internal and external stakeholders, and better addressing students' personal needs through comprehensive support services.
3) The document examines characteristics of a profession and how student affairs has evolved from a practice to a profession in Africa. Developing professional organizations and standards can help student affairs professionals gain confidence and promote student success.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
The document discusses trends in private school enrollment and costs in the United States. It notes that while private schools have historically served around 10% of students, Catholic school closures and rising tuition costs have reduced access for middle- and low-income families. The average private school tuition increased 60% between 1999-2011, outpacing inflation and wage growth. This suggests a need to explore how private schools can increase affordability and serve families with limited means.
Conflict among teachers in junior high schools in a developing countryAlexander Decker
This document summarizes a study that examined the causes and effects of conflict among teachers in junior high schools in Ghana. The study found that the dominant personal cause of conflict was differences in perception, while the dominant structural cause was sharing of common and limited resources. It also found that the negative effects of conflict were higher than the positive effects, and that the most common conflict management strategy adopted by teachers was integrating, while compromising was the least adopted strategy. The document provides background information on conflict in organizations, the potential causes and effects of conflict, and different approaches to managing conflict.
The document outlines a plan to improve equity in the Mercer Area School District through collaboration and data-driven decision making. It begins with forming an Equity Audit Team to analyze student achievement, program enrollment, and attitudes. Their findings show disparities between student groups. To address this, the plan calls for:
1. Communicating a shared district vision of preparing all students for success.
2. Regular data collection and shared leadership between stakeholders to guide decisions.
3. Developing an Action Team for Partnerships to coordinate family/community involvement.
4. Implementing a framework that leads change through auditing practices, developing goals, empowering stakeholders, and ongoing reflection.
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retent...Jeremy Knight
About 90 percent of public school teachers today are enrolled in defined benefit pension plans operated by their state. Most of these state-run plans were created decades ago, and they have not adjusted to serve the mobile teaching workforce in today’s modern society. While they do serve some long-serving veteran teachers well, the plans also leave many short- and medium-term teachers with less-than-adequate benefits.
In “Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retention, and Equity,” we look at the history of these plans and how they interact with key education issues facing our schools today, including attracting and retaining high-quality teachers and providing equitable resources for disadvantaged students. While there are no easy or one-size-fits-all solutions, this deck concludes with examples of states that have re-designed their retirement systems to better meet the needs of teachers, taxpayers, and the general public.
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
This document summarizes a discussion between researchers at Johns Hopkins University's School of Education about their experiences bringing evidence-based educational programs to scale. The researchers discuss the importance of having dedicated coaches and facilitators to support implementation, the challenges of high turnover rates in schools, the need to adapt programs to local contexts while maintaining fidelity, and the importance of ongoing evaluation and communicating data to demonstrate program effectiveness. The researchers emphasize facilitating quality implementation, establishing local and national support networks, and maintaining program integrity as key factors for successfully expanding evidence-based programs.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
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.
This document discusses power and authority in education systems. It begins with an overview of how hierarchies of power and authority affect education, leading to important questions about operating ethically and legally. It then outlines several sub-topics, including empowering students, teachers unions, teaching for equity, the effects of poverty on education, and state-level administration and policy. For each sub-topic, it provides background information and discusses relevant issues through references to additional sources.
This document provides an overview of a dissertation prospectus on exploring the influence of cross-cultural experience on student leadership development and academic achievement in culturally diverse K-12 schools. It is a qualitative study that aims to address the gap in literature regarding approaches to improve student outcomes in these schools. The prospectus describes the background problem of lack of focus on student leadership in diverse schools and discusses the theoretical foundations of applying models like the Boundary-Breaking Leadership Development Model to promote diversity and collaboration among students.
Key Findings from Focus Groups with College StudentsRobert Kelly
The document summarizes key findings from focus groups with current college students conducted by Hart Research Associates in September 2014. The focus groups explored students' understanding of their colleges' expected learning outcomes, feelings about post-college transition, and confidence in having skills for success after college. Key takeaways are that while students focus on degree requirements rather than skills, they recognize employers value both field-specific and cross-cutting skills. Students believe critical thinking, teamwork, and communication skills are most important to employers. Though anxious about transitioning, students generally feel prepared with needed skills and knowledge.
A School Leader’s Guide to Effective Stakeholder EngagementTanya Paperny
Families, teachers, and communities all have varying perspectives on what
the school year can and should hold for students. School leaders need to
balance these voices in decision-making through effective and authentic
stakeholder engagement.
Stakeholder engagement is essential for school leaders confronting change
and uncertainty. And yet there are better and worse ways for school leaders
to engage stakeholders in their decision-making processes: It’s far too easy to
neglect important groups, spend too much time with some groups and not
enough with others, or fail to take into account how past decisions and
community context may affect the perception of leadership decisions.
“A School Leader’s Guide to Effective Stakeholder Engagement” [LINK TK]
can help school leaders avoid these pitfalls. This slide deck provides an
overview of stakeholder engagement and easy-to-understand steps, and a
linked workbook (on slide 5) provides a resource to support school leaders as
they implement their approach.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
Good Governance Implications on Principals' Effectiveness in Public Secondary...ijtsrd
This research titled "Good Governance Implications on Principals' Effectiveness in Public Secondary Schools PSS in the South West Region SWR of Cameroon", sought to examine the extent to which good governance practice participation affect principals' effectiveness. More specifically, this paper sought to find out how participation in decision making affects principals' effectiveness. The survey research design was employed and a sample of 380 made up of school administrators principals, vice principals, senior discipline masters mistresses and counsellors and teachers, students and parents were used. The simple random sampling and purposive sampling techniques were used to select the respondents. The instruments used in collecting data were questionnaires both open and closed ended and a guide for focus group discussion. Validation of instruments was done through face and content validity. Reliability was achieved through the test re test method. The statistical package for social sciences SPSS , version 25 was used to analyse data. Both descriptive and inferential statistics were employed. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. For inferential statistics, the Pearson Product Moment Correlation Coefficient Value® was employed to test the hypothesis. The results rejected the null hypothesis while retaining the alternative form. The indicator had a moderate relationship, that is, participation in decision making rxy comp. value =0.561 . This value was compared to the maximum value 1, to determine the strength of the relationship. This led to the conclusion that participation in decision making has a significant relationship with principals' effectiveness. Based on these results recommendations were made following the specific objective. Principals are advised regularly to use participatory decision making to foster their effectiveness. Haddassah Limunga Mbake "Good Governance: Implications on Principals' Effectiveness in Public Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31722.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31722/good-governance-implications-on-principals%E2%80%99-effectiveness-in-public-secondary-schools-in-the-south-west-region-of-cameroon/haddassah-limunga-mbake
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
1) The document discusses advocating for standards in student affairs departments at African universities, using the University of Botswana as a case study. It argues that establishing standards can help professionalize student affairs and add value to higher education institutions in Africa.
2) Some benefits of professionalizing student affairs discussed include developing a common language of assessment, gaining legitimacy from internal and external stakeholders, and better addressing students' personal needs through comprehensive support services.
3) The document examines characteristics of a profession and how student affairs has evolved from a practice to a profession in Africa. Developing professional organizations and standards can help student affairs professionals gain confidence and promote student success.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
The document discusses trends in private school enrollment and costs in the United States. It notes that while private schools have historically served around 10% of students, Catholic school closures and rising tuition costs have reduced access for middle- and low-income families. The average private school tuition increased 60% between 1999-2011, outpacing inflation and wage growth. This suggests a need to explore how private schools can increase affordability and serve families with limited means.
Conflict among teachers in junior high schools in a developing countryAlexander Decker
This document summarizes a study that examined the causes and effects of conflict among teachers in junior high schools in Ghana. The study found that the dominant personal cause of conflict was differences in perception, while the dominant structural cause was sharing of common and limited resources. It also found that the negative effects of conflict were higher than the positive effects, and that the most common conflict management strategy adopted by teachers was integrating, while compromising was the least adopted strategy. The document provides background information on conflict in organizations, the potential causes and effects of conflict, and different approaches to managing conflict.
The document outlines a plan to improve equity in the Mercer Area School District through collaboration and data-driven decision making. It begins with forming an Equity Audit Team to analyze student achievement, program enrollment, and attitudes. Their findings show disparities between student groups. To address this, the plan calls for:
1. Communicating a shared district vision of preparing all students for success.
2. Regular data collection and shared leadership between stakeholders to guide decisions.
3. Developing an Action Team for Partnerships to coordinate family/community involvement.
4. Implementing a framework that leads change through auditing practices, developing goals, empowering stakeholders, and ongoing reflection.
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retent...Jeremy Knight
About 90 percent of public school teachers today are enrolled in defined benefit pension plans operated by their state. Most of these state-run plans were created decades ago, and they have not adjusted to serve the mobile teaching workforce in today’s modern society. While they do serve some long-serving veteran teachers well, the plans also leave many short- and medium-term teachers with less-than-adequate benefits.
In “Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retention, and Equity,” we look at the history of these plans and how they interact with key education issues facing our schools today, including attracting and retaining high-quality teachers and providing equitable resources for disadvantaged students. While there are no easy or one-size-fits-all solutions, this deck concludes with examples of states that have re-designed their retirement systems to better meet the needs of teachers, taxpayers, and the general public.
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
This document summarizes a discussion between researchers at Johns Hopkins University's School of Education about their experiences bringing evidence-based educational programs to scale. The researchers discuss the importance of having dedicated coaches and facilitators to support implementation, the challenges of high turnover rates in schools, the need to adapt programs to local contexts while maintaining fidelity, and the importance of ongoing evaluation and communicating data to demonstrate program effectiveness. The researchers emphasize facilitating quality implementation, establishing local and national support networks, and maintaining program integrity as key factors for successfully expanding evidence-based programs.
This document presents a study on school effectiveness as a function of organizational structure, culture, and programs in private elementary schools. The study aimed to determine the profiles of principals, assess the level of effectiveness of organizational structure, culture and programs, identify differences in perceptions between principals and teachers, examine trends in achievement test results, and propose monitoring guidelines. Key findings include that principals and teachers rated organizational structure, culture and programs as "very satisfactory". Principals and teachers differed in their perceptions of organizational structure and culture but not programs. Most schools showed improving achievement test results. Monitoring guidelines were proposed to help schools sustain quality.
This document discusses professional learning communities (PLCs) and their potential to foster collaborative success in schools. It provides historical context for educational reform efforts beginning with A Nation at Risk in 1983 and the No Child Left Behind Act in 2001. The document defines PLCs as groups of educators working collaboratively to improve student outcomes. It reviews research showing that effective PLCs develop high levels of trust among stakeholders and incorporate teacher collaboration, data-driven instruction, administrative support, and community involvement. The document argues that PLCs that demonstrate these characteristics are more likely to achieve measurable gains in student performance.
Education System in Puerto ricoTeam AUniversity of Phoenix.docxjack60216
Education System in Puerto rico
Team A
University of Phoenix
PHL/458
Prof. Angel Duran
NOTE:
To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image.
1
Table of Content
Original issue
Initial resolutions
Critical examination of best resolution
Evaluation of the argument
Revised argument
Refined resolution with implementation plan
2
Original Issue
Absence of an official educational philosophy
Excessive centralized system
Limited financial resources, compounded by the uncertainty in the economy dependent on metropolis
An archaic and outdated education law dating from 1903, which conferred excessive powers to the Secretary of Education on issues such as decision-making on management, budget, curriculum, monitoring, assessment and staff throughout the system.
Lack of coordination between regional and local exchange operational levels, and these, in turn, other public institutions.
Lack of continuity due to changes in public administration
Inadequate supervision of teachers
Our team identified as an issue the education system in Puerto Rico. Some of the factors which we believe are the main cause of this problem are; the absence of a limited formal educational philosophy, excessive centralized system, financial resources, compounded by uncertainty in the economy dependent on the metropolis, a archaic and obsolete education law dating from 1903, which confers excessive powers to the Secretary of Education in issues like making management decisions, budget, curriculum, monitoring, evaluation and staff throughout the system. Also the lack of coordination between operating regional and local levels trade, which, in turn, other public institutions and finally the lack of continuity due to changes in government and inadequate supervision of teachers.
3
Initial Resolutions
To improve or contribute to the education of our people, the main thing is a degree of commitment that has every one of the people who are in charge of our education.
Promote activities in which parents and children interact and simultaneously they are contributing something to society would be one of our proposals.
Our second proposal to the Department of Education would work with the multiple intelligence of students for classes more interactive. Not all students work in the same way, and many stay back. They should promote activities that arouse the interest of students and help growth and intellectual and cultural life of each performance to feel appreciated.
We understand that to improve or contribute to the system of education of our people, the main thing is the commitment that each one of the people who are in charge of our education have.
We promote activities where parents and children to interact and at the same time contribute to society.
Our second proposal to the Department of Education is working with the multiple intelligences of the students and design a new system ...
The Changing Nature of Vice-Principals' Work (Report by Dr. Katina Pollock) KNAER-RECRAE
This document summarizes the findings of a study examining the changing nature of vice-principals' work in Ontario public schools. It describes the methodology used, which included focus groups and an online survey of over 800 vice-principals. The findings section details how vice-principals spend their time, their duties and responsibilities, accountability and influences on their work, well-being and job satisfaction, challenges they face, and their use of professional learning. Overall, the study provides insight into the complex and demanding role of vice-principals in contemporary schools.
Running head: PORTFOLIO PROPOSAL 1
PORTFOLIO PROPOSAL 2
Portfolio Proposal
ECE657: Assessment to Support Young Children and Families
Annette Williams
Instructor Strout
December 16, 2019
Portfolio Proposal
The performance of children in the learning environment is an important component of facilitating positive academic development. Therefore, it is important to consider a portfolio that looks into robust communication regarding the gaps associated with the learning environment. Students should have a capacity to identify their strengths in terms of learning new skills and knowledge. With the above in place, it would be crucial to communicate about the pros and cons of the teaching practice, the fitting portfolio system, and the chosen portfolio system. Also, it becomes crucial to focus on the portfolio system that would encompass growth in the developmental domains. Lastly, it is important to record how it would be possible to ensure fidelity in the portfolio system.
The teaching strategies Gold and Lifecubby portfolio system are an important component of the learning environment. The main reason for this is because it provides the student with the needed skills and knowledge to ensure effective performance. It is an important segment because it enables teachers to remain motivated and dedicated to teaching the students to become independent thinkers in their professional environment. Early education is critical and requires a teacher who is more patient and flexible in delivering the needed knowledge. A teacher who does not take the time to handle the students may become frustrated.
Therefore, the teaching strategies are crucial in the establishment of effective relationships with the students. It is through the above that it becomes easier for the teachers to learn about the strengths and weaknesses of their students. Also, they try their best to promote positive outcomes in terms of communicating the right ideas among the students in the learning environment. The learning environment provided by the teaching strategies is more diverse and has a large opportunity base to support the growth and development of the student (Becker, R et al., 2015). The environment is also structured in a way that the teaching strategies meet the needs of the teachers.
When it comes to the cons, it is important to note that they are limited. The teaching strategies may not be too flexible to allow the adoption of educational technology. The teaching strategies are more traditional and include one-to-one communication with the students. Another significant con focuses on the rigidity of the teaching practices. The teacher is the person with all the major responsibilities and does not provide the student with the opportunity to ensure personal development. The ...
This document summarizes a research project exploring the impact of targeting activities and resources to specific learners in Nottingham schools to encourage progression to higher education. The research utilized a questionnaire completed by 19 education professionals and semi-structured interviews of 4 participants. The literature review covers key terminology, the political history of widening participation, and references critical theory and social capital theory to understand the philosophy behind targeting. The research aims to gain practitioner perspectives on the issues and impact of targeting to make recommendations for future practice.
This document summarizes the key findings of the 2013 Global Teacher Status Index report published by the Varkey GEMS Foundation. The report measures perceptions of teacher status across 21 countries through public opinion surveys. It finds that while teaching is still a respected profession in countries like China, in many Western countries teachers do not have the same high social status and respect as other professions like doctors. The report aims to provide insights to help improve teacher status and educational outcomes globally. It presents data on perceptions of teacher pay, performance-based pay for teachers, trust in education systems, and the influence of teachers unions.
This document summarizes an interview with five nursing faculty members at Florida Southwestern State College about their experience with changing the nursing curriculum from a traditional to concept-based model. Key points discussed include:
1) Faculty were generally motivated to change in order to keep up with changes in healthcare and improve student outcomes, though some felt overwhelmed by the work.
2) Communication occurred primarily through email, documents sharing, and meetings, though some felt isolated from other groups' work.
3) Decisions were made by group consensus, with some ambiguity around authority levels.
4) Goals included implementing the new curriculum on an aggressive timeline and improving NCLEX pass rates, though some felt the timeline was unrealistic.
Assessing spiritual development in an interfaith living learningAnil Shetty
This document proposes assessing the outcomes of an interfaith living learning community (LLC) at a university. It will measure both interfaith outcomes like identity, purpose, and beliefs, as well as typical LLC outcomes like critical thinking and civic engagement. Students will complete pre- and post-tests to evaluate growth. The LLC will include clustered courses and faculty involvement. Assessment data from surveys and journals will evaluate the program's efficacy in promoting interfaith understanding and student development. Results will be shared formally and creatively to various university stakeholders and the public.
This document summarizes a research project evaluating the advantages of embedding a careers program within a Sixth Form College in the UK. The researcher aims to understand how the careers service is delivered, its impact on stakeholders, and how it can be integrated into the student experience. Data was collected through questionnaires, interviews with students and staff, and analyzed for themes. The findings suggest that building visibility, communication, flexibility, and relationships helps students engage with career guidance support. Measuring success and addressing future areas for development are also discussed.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
This document provides an introduction and literature review for a dissertation examining the effectiveness of Title I tutoring programs in elementary schools. It discusses the background of Title I programs and issues with evaluating tutoring effectiveness. The study aims to investigate tutoring program structures and relationships between program ratings and student achievement. Surveys will be used to collect administrator and teacher ratings of tutoring programs at selected elementary schools.
Leadership Challenge: Implementing RTI and Collaborationcgialousis
The document outlines a leadership action plan to implement RTI and increase collaboration at a grades 3-5 school. The plan involves collecting student and teacher data, developing teacher capacity through professional development during collaborative times, and establishing intervention protocols and data-driven instruction. Surveys will gauge teacher readiness and culture. Focus groups and workshops will facilitate staff engagement. The timeline outlines rolling out initiatives over the school year to build a shared vision and support all students through an RTI model aligned with ISLLC leadership standards.
Engaging stakeholders including parents and the community to sustain improved...Dr Lendy Spires
This document discusses engaging stakeholders, including parents and the community, to sustain improved reading outcomes in schools. It defines stakeholders as individuals or groups with an interest in an organization's success. Key stakeholders in education include students, parents, school staff, district staff, school boards, taxpayers, the business community, and other community members. While school staff can produce short-term improvements, external stakeholders are needed to help sustain gains over time as staff change. The document provides guidelines for genuinely engaging stakeholders around student achievement goals and data in order to establish partnerships focused on the school's mission of improving student learning outcomes.
This document summarizes four sources related to school leadership and culture. The first source discusses a principal who celebrates diversity and coaches his staff to understand how diversity impacts learning. The second source suggests school leaders simplify improvement efforts by focusing on key goals and strategies. The third source emphasizes the importance of a positive school climate and culture for student outcomes. The fourth source discusses using brain-based learning strategies and the importance of collaboration between teachers, administrators, parents and researchers.
This study seeks to investigate fluctuations in motivation among English teachers at the University of Quintana Roo (UQROO) through a case study approach. Semi-structured interviews will be conducted with three female English teachers to answer the research questions: how does motivation to teach English vary over time, and what factors influence this motivation? The interviews will explore five areas that could impact motivation: students, work environment, economic benefits, teaching activities, and subject taught. The results may help identify motivational and demotivational factors present at different stages of these teachers' careers.
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
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1. State of the Diversity Practice Analysis Report Prepared for: NAIS June 2009 411 N. Central Ave., Suite 270 Glendale, California 91203 USA T: 866-802-8095 F: 877-866-8301 info@insightlink.com www.insightlink.com
8. Who Is Responsible for Diversity? June 2009 Insightlink Communications Analysis Report
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10. Title June 2009 Insightlink Communications Analysis Report 1. Which of the following best reflects your title as a diversity practitioner in your school?
11. Additional Titles June 2009 Insightlink Communications Analysis Report 2. In addition to your work as your school’s diversity practitioner, what other title(s) or role(s) do you hold in your school?
12. Gender and Age June 2009 Insightlink Communications Analysis Report 58. What is your gender identity? Male (24%) Female (76%) 56-60 (11%) 51-55 (11%) 46-50 (12%) 41-45 (17%) 36-40 (19%) 35 or younger (27%) 61+ (4%)
13. Ethnicity June 2009 Insightlink Communications Analysis Report 60. What is your race/ethnicity?
14. Education Level June 2009 Insightlink Communications Analysis Report 61. What is the highest level of education that you have attained? 62. Are you a graduate of an independent school? Independent school graduate (28%) Not an independent school graduate (72%) Other (5%) Ph.D./Doctoral degree (8%) Master’s degree (61%) Post graduate study without degree (11%) 4-Year college/university degree (15%) 2-Year college degree (1%)
15. Tenure at Current School and as Diversity Practitioner June 2009 Insightlink Communications Analysis Report 20. How many years have you actively been employed by your current school? 14. For how many years have you worked as a diversity practitioner? Up to 1 year (10%) 1 - 3 years (13%) 4 - 6 years (27%) 7 - 9 years (11%) 10 - 15 years (26%) 16 or more years (11%) N/A (1%) Up to 1 year (8%) 1 - 3 years (28%) 4 - 6 years (28%) 7 - 9 years (21%) 10 - 15 years (11%) 16 or more years (5%)
16. Status of Position and of Diversity Role June 2009 Insightlink Communications Analysis Report 21. Is your position at your school... 22. Is your role as your school's diversity practitioner... Full time (86%) Part time (9%) Other (5%) Full time (34%) Part time (41%) Other (24%)
17. Acquisition of Diversity Role June 2009 Insightlink Communications Analysis Report 23. Which of the following statements best describes how you acquired the position of diversity practitioner at your school? Actively sought the position (44%) Asked to take on the position (56%)
18. Tenure of Diversity Position and Number Holding Diversity Title June 2009 Insightlink Communications Analysis Report 24. How long has the role of director or dean of diversity (or an equivalent title) existed at your school? 25. Over that time period, do you know how many people have held the position of director of diversity or its equivalent at your school? 26. In total, how many people, including yourself, have held the position of director or dean of diversity (or an equivalent title) at your school? * 90% knew the answer to this question Less than 1 year (10%) Between 1 and 5 years (34%) Between 5 and 10 years (29%) Between 10 and 20 years (18%) More than 20 years (3%) Don't know (7%) Number of People Holding Diversity Title (including themselves)* Total One only 46% Two 22% Three 16% Four 11% Five 2% Six 3% Average number 2.1
19. Specific Training June 2009 Insightlink Communications Analysis Report 16. What specific training have you received as part of your diversity practice? If there is training you've received that is not on this list, you'll have the opportunity to describe that training in the next question. When asked what other forms of training they have received, the most frequent mentions are of PoCC and SEED.
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22. Emotions Associated with Diversity Work June 2009 Insightlink Communications Analysis Report 10. Which of the following emotions do you associate most strongly with your work as a diversity practitioner?
23. Diversity Work Profile June 2009 Insightlink Communications Analysis Report 11. How much do you agree or disagree that each of the following describes the diversity work that you do?
24. Satisfaction with Diversity Work June 2009 Insightlink Communications Analysis Report 7. How satisfying do you find your work as a diversity practitioner? Extremely satisfying (17%) Very satisfying (38%) Somewhat satisfying (38%) Not very satisfying (5%) Not at all satisfying (2%)
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27. What Do Diversity Practitioners Do? June 2009 Insightlink Communications Analysis Report
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29. Duties & Responsibilities June 2009 Insightlink Communications Analysis Report 5. What are your duties and responsibilities as your school's diversity practitioner?
30. Breakdown of Time Spent on Activities June 2009 Insightlink Communications Analysis Report 34. In an average month, as it relates to your diversity work, approximately how much time do you spend...
31. Job Definition June 2009 Insightlink Communications Analysis Report 4. How well defined are your duties and responsibilities as your school’s diversity practitioner? Extremely well defined (8%) Very well defined (21%) Somewhat well defined (37%) Not well defined (22%) Not defined at all (12%)
32. Role Type June 2009 Insightlink Communications Analysis Report 6. For you personally, is your role as a diversity practitioner in your school...?
33. Number Responsible for Implementing Diversity June 2009 Insightlink Communications Analysis Report 28. Including yourself, how many people at your school are directly responsible for implementing diversity policies and practices? When asked what roles and responsibilities these people have, the most frequent mentions are the school head, various division heads, deans and directors, faculty members and both diversity directors and coordinators One person (27%) 2 people (18%) 3 people (9%) 4 people (8%) Between 5 and 9 people (25%) 10 or more people (13%)
34. Number of Direct Reports June 2009 Insightlink Communications Analysis Report 39. How many peopled in your school report to you directly in relation to your diversity work specifically? Number of Direct Reports Total None 68% One 6% Two 7% Three 4% Four 4% Five 4% Six or more 7%
35. Budget Responsibilities and Annual Budget June 2009 Insightlink Communications Analysis Report 37. Do you have budgetary responsibilities as part of your work as a diversity practitioner? 38. What is your annual budget for diversity initiatives in your school? Yes (65%) No (35%) Annual Budget Total $5,000 or less 14% More than $5,000 up to $10,000 26% More than $10,000 up to $20,000 35% More than $20,000 up to $30,000 14% More than $30,000 10%
36. Type of Diversity Events June 2009 Insightlink Communications Analysis Report 49. Over the course of the school year, what events do you and/or your school's diversity committee hold in support of diversity and inclusion?
37. Comparison of Events June 2009 Insightlink Communications Analysis Report 50. How would you compare reactions to the events that you stage for diversity purposes to the other following types of school events?
38. Comparison of Events June 2009 Insightlink Communications Analysis Report 50. How would you compare reactions to the events that you stage for diversity purposes to the other following types of school events?
39. What is the Role of Diversity in Independent Schools? June 2009 Insightlink Communications Analysis Report
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42. Diversity Program Description June 2009 Insightlink Communications Analysis Report 27. Which of the following best describes your school?
43. Formal Diversity Plan June 2009 Insightlink Communications Analysis Report 44. Have you and/or your school prepared a formal strategic diversity plan? Yes (48%) No (52%) Job Definition Have Plan No Plan TOP 2 40% 21% Extremely well defined 12% 3% Very well defined 28% 18% Somewhat well defined 43% 30% Not well defined 12% 33% Not defined at all 6% 16%
44. Support Received June 2009 Insightlink Communications Analysis Report 45. How much support do you receive from the following constituencies when working on diversity and multicultural initiatives?
45. Efforts Valued June 2009 Insightlink Communications Analysis Report 46. To what degree to you feel each of these constituencies value the work you are doing as a diversity practitioner?
46. Degree that Diversity is Present June 2009 Insightlink Communications Analysis Report 31. Thinking only of the school where you currently work, to what degree are diversity and inclusivity included in...
47. Degree that Diversity is Present June 2009 Insightlink Communications Analysis Report 31. Thinking only of the school where you currently work, to what degree are diversity and inclusivity included in...
48. Degree of Personal Contribution to Diversity June 2009 Insightlink Communications Analysis Report 32. To what degree do you feel you have contributed to progress at your school in the areas of diversity and inclusion? To a very great degree (28%) To a great degree (38%) To some degree (28%) To a very little degree (6%) To no degree at all (1%)
49. Areas of Influence June 2009 Insightlink Communications Analysis Report 33. Which of the following have you been able to affect?
50. Gap Between Presence and Influence June 2009 Insightlink Communications Analysis Report Presence at School Influence by Practitioner Gap Mission statement 66% 26% +40 Admissions 65% 51% +14 School marketing 53% 39% +14 Classroom discussions 33% 65% -32 Faculty hiring decisions 30% 47% -17 Curriculum development 28% 51% -23 Extracurricular activities 26% 34% -8 College counseling 25% 15% +10 Athletics 24% 10% +14 Policy setting 23% 28% -5 Staff hiring decisions 22% 20% +2 Administration hiring decisions 19% 24% -5 Board recruitment 18% 19% -1 Parent relations and activities 18% 57% -39 Board decisions 14% 18% -4 School development/fundraising 11% 13% -2
51. Self Rating June 2009 Insightlink Communications Analysis Report 48. And how would you rate yourself on these same dimensions?
52. Self Rating June 2009 Insightlink Communications Analysis Report 48. And how would you rate yourself on these same dimensions?
53. Rating School Culture June 2009 Insightlink Communications Analysis Report 47. On a scale of 0 to 10, where "0" means "poor" and "10" means "excellent," how would you rate the culture of your school in terms of ...
54. Rating School Culture June 2009 Insightlink Communications Analysis Report 47. On a scale of 0 to 10, where "0" means "poor" and "10" means "excellent," how would you rate the culture of your school in terms of ...
55. Rating School’s Goals June 2009 Insightlink Communications Analysis Report 57. On a scale of 0 to 10, where "0" means "poor" and "10" means "excellent," how well does your school achieve goals related to equity, justice, and inclusivity on the following dimensions:
56. Active School Groups June 2009 Insightlink Communications Analysis Report 51. How active are the following groups at your school?
57. Active School Groups June 2009 Insightlink Communications Analysis Report 51. How active are the following groups at your school?
58. Reporting Structure for Diversity Practitioners June 2009 Insightlink Communications Analysis Report 36. Who do you report to specifically for your work as your school's diversity practitioner?
59. Staff Evaluations June 2009 Insightlink Communications Analysis Report 40. Does your school conduct formal evaluations of its staff members? Yes (75%) No (25%)
60. Most Recent Evaluation June 2009 Insightlink Communications Analysis Report 41. When was your most recent evaluation?
61. Responsibility for Most Recent Evaluation June 2009 Insightlink Communications Analysis Report 42. Who conducted your most recent evaluation?
62. Role of Diversity Work in Most Recent Evaluation June 2009 Insightlink Communications Analysis Report 43. To what degree did your work as your school's diversity practitioner play a part in your most recent evaluation? To a very great degree (33%) To a great degree (6%) To some degree (18%) To a very little degree (10%) To no degree at all (32%)
63. What Do Diversity Practitioners Need, Now and into the Future? June 2009 Insightlink Communications Analysis Report
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66. Visibility/Accessibility of Office June 2009 Insightlink Communications Analysis Report 52. How physically visible/accessible is your office to the rest of the school community? Extremely (22%) Very (17%) Somewhat (34%) Not very (24%) Not at all (3%)
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70. Diversity Work as Preparation Toward Career Goals June 2009 Insightlink Communications Analysis Report 55. To what degree is your current work as a diversity practitioner helping you prepare to meet those career goals? To a very great degree (27%) To a great degree (32%) To some degree (28%) To a very little degree (8%) To no degree at all (5%)
71. Which Type of Schools Support Diversity Work? June 2009 Insightlink Communications Analysis Report
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73. Type of School June 2009 Insightlink Communications Analysis Report 65. Which of the following school types best describes your school? All NAIS Schools Day schools = 81%
74. School Size June 2009 Insightlink Communications Analysis Report 66. Approximately how many students are enrolled in your school? All NAIS Schools 21% 18% 26% 15% 21%
75. Age of School June 2009 Insightlink Communications Analysis Report 69. For how many years has your school been in existence?
76. Gender Orientation June 2009 Insightlink Communications Analysis Report 67. Does your school have a particular gender orientation? Girls (14%) Boys (3%) Co-ed (83%) All NAIS Schools 7% 7% 86%
77. School Location June 2009 Insightlink Communications Analysis Report 70. Where is your school located?
78. Grades Supported June 2009 Insightlink Communications Analysis Report 68. What grades do your school support? Please check all that apply either fully or partially.
79. NAIS Membership June 2009 Insightlink Communications Analysis Report 63. Is your school where you work...
80. Completion of AIM Program June 2009 Insightlink Communications Analysis Report 64. Has your school completed the NAIS Assessment of Inclusivity and Multiculturalism (AIM) program? Yes (15%) No (85%) All NAIS Schools 4% 96%