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A Study Of How Pennsylvania Superintendents Use Data Driven Decision Making And Standard And Poors School Evaluation Services To Understand And Improve District Performance
Download A Study Of How Pennsylvania Superintendents Use Data Driven Decision Making And Standard And Poors School Evaluation Services To Understand And Improve District Performance full books in PDF, epub, and Kindle. Read online A Study Of How Pennsylvania Superintendents Use Data Driven Decision Making And Standard And Poors School Evaluation Services To Understand And Improve District Performance ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis A Study of how Pennsylvania Superintendents Use Data-driven Decision-making and Standard and Poor's School Evaluation Services to Understand and Improve District Performance by : Janice Marie Jordan
Download or read book A Study of how Pennsylvania Superintendents Use Data-driven Decision-making and Standard and Poor's School Evaluation Services to Understand and Improve District Performance written by Janice Marie Jordan and published by . This book was released on 2004 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Data-Driven Decision-Making and the Challenges Facing Pennsylvania School Administrators, Compliance Vs. Conviction by : Richard Fry
Download or read book Data-Driven Decision-Making and the Challenges Facing Pennsylvania School Administrators, Compliance Vs. Conviction written by Richard Fry and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Following the passage of No Child Left Behind (NCLB) in 2002, the pressure on school administrators to collect, analyze and report educational data in meaningful ways became greater than ever before (Gerwetz, 2006). As NCLB now fades into the distance pushed aside by the law's successor, the Every Student Succeeds Act (ESSA) of 2015, state legislators and policy makers are working through new assessment and data criteria for public schools. The understandings and impact of data-driven decision making (DDDM) on local school systems remains relevant as ESSA requires states to continue disaggregating data by student sub-group and in support of student growth.School administrators are under enormous pressure to show patterns of growth for all students. DDDM has been a widely utilized technique in managing school operations, charting student growth and helping plan reform. What has evolved post-NCLB is the emergence of DDDM tools and techniques to help guide and inform initiatives designed to improve schools. This growth is supported by a publishing industry that produces "how-to" books and articles for school leaders on applying DDDM. Much of the research done on DDDM has focused largely on the technical and structural dimensions of data use with less attention paid towards administrators'' perceptions of DDDM and how school administrators are utilizing DDDM to strategically frame a culture of continuous improvement. Research has focused on systems built around compliance to mandated accountability models but often not based on the conviction of school administrators in support of a culture of continual learning and growth. Under ESSA, how will DDDM be viewed and utilized by school administrators? This qualitative research study focuses on the concept of DDDM and school administrators' perceptions of this concept in their school district. 24 school administrators from nine distinct school districts were interviewed for their reactions regarding DDDM. Is DDDM supporting student centered school improvement work based on conviction, or has the concept supported the distortion of a compliance driven educational process?
Book Synopsis Report of the Superintendent of Public Instruction of the Commonwealth of Pennsylvania, for the Year Ending ... by : Pennsylvania. Dept. of Public Instruction
Download or read book Report of the Superintendent of Public Instruction of the Commonwealth of Pennsylvania, for the Year Ending ... written by Pennsylvania. Dept. of Public Instruction and published by . This book was released on 1857 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Data Driven Decisionmaking in Southwestern Pennsylvania School Districts by :
Download or read book Data Driven Decisionmaking in Southwestern Pennsylvania School Districts written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This report investigates the preparedness of Southwestern Pennsylvania school districts to meet the challenges of using data to improve instruction, evaluate the effectiveness of schools, teachers and programs, and create reports. It examines state policies and the roles of regional service agencies, identifies next steps in developing data-driven decisionmaking capabilities, and recommends actions stakeholders can take to support this development.
Book Synopsis Report of the Superintendent of Public Instruction of the Commonwealth of Pennsylvania, for the Year Ending ... by : Pennsylvania. Department of Public Instruction
Download or read book Report of the Superintendent of Public Instruction of the Commonwealth of Pennsylvania, for the Year Ending ... written by Pennsylvania. Department of Public Instruction and published by . This book was released on 1875 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Report of the Superintendent of Common Schools of the Commonwealth of Pennsylvania, for the School Year Ending ... by : Pennsylvania. Department of Common Schools
Download or read book Report of the Superintendent of Common Schools of the Commonwealth of Pennsylvania, for the School Year Ending ... written by Pennsylvania. Department of Common Schools and published by . This book was released on 1858 with total page 514 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis The Job of the District Superintendent of Schools in Pennsylvania, a CPEA Digest by : Pennsylvania Association of District Superintendents
Download or read book The Job of the District Superintendent of Schools in Pennsylvania, a CPEA Digest written by Pennsylvania Association of District Superintendents and published by . This book was released on 1963 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Superintendent Performance Evaluation: Current Practice and Directions for Improvement by : I. Carl Candoli
Download or read book Superintendent Performance Evaluation: Current Practice and Directions for Improvement written by I. Carl Candoli and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every school district needs a system of sound superintendent performance evaluation. School district superintendents are and must be accountable to their school boards, communities, faculties, and students for delivering effective educational leadership. To assure that they are evaluated fairly, competently, and functionally, superintendents need to help their school boards plan and implement evaluation systems that adhere to the evaluation standards. Superintendent Performance Evaluation outlines some of the problems and deficiencies in current evaluation practice and offers professionally-based leads for strengthening or replacing superintendent performance evaluation systems. This book focuses on the on-the-job performance of school district superintendents as they implement school board policy. The decision to focus on performance evaluation reflects the importance of this kind of evaluation in the move to raise educational standards and improve educational accountability. Boards and superintendents are advised to make superintendent performance evaluation an integral part of the district's larger system for evaluating district needs, plans, processes, and accomplishments.
Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Business Affairs written by and published by . This book was released on 2003 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Statistical Report of the Superintendent of Public Instruction of the Commonwealth of Pennsylvania for the Year Ending ... by : Pennsylvania. Department of Public Instruction
Download or read book Statistical Report of the Superintendent of Public Instruction of the Commonwealth of Pennsylvania for the Year Ending ... written by Pennsylvania. Department of Public Instruction and published by . This book was released on 1964 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING by : Jill Pinnola Vizza
Download or read book PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING written by Jill Pinnola Vizza and published by . This book was released on 2017 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to identify factors that might influence Pennsylvania public school superintendents in the decision regarding the potential use of single-subject acceleration as a practice for meeting the needs of students in the elementary setting. The research targeted public school superintendents in the Commonwealth of Pennsylvania. In Pennsylvania, gifted education is mandated by Chapter 16 of the Pennsylvania School Code, yet acceleration policy is left to the local education agency (LEA), the school district. Since use of single-subject acceleration is not consistent across districts, this study sought to understand how administrators make decisions about using this tool. Previous research identified teacher and counselor perception of acceleration. Because the superintendent is instrumental in developing district policy, this research focused on their perceptions of this one specific acceleration tool. The research survey was delivered electronically to district superintendents via email using publically available district email addresses. Of the four hundred and ninety- nine (499) state superintendents, 96 returned the survey for a response rate of 20%. The survey included questions for the superintendent about the district's size and its designation as urban, suburban, or rural. The survey also included questions about the superintendent's background in regards to receiving gifted services or training in acceleration as well as the superintendent's perceptions of gifted education. The survey was intended to address three research questions. 1. What factors impact Pennsylvania superintendents in adopting the practice of single-subject acceleration in their districts? 2. How might the personal and professional background of Pennsylvania superintendents, including experience and training, affect decisions in regard to use of single-subject acceleration? 3. What are superintendent's attitudes about gifted education? Of the respondents, there were 46 each from suburban and rural districts and 4 from urban districts. The majority of the respondents had under six years of experience and under 250 annual graduates in their districts. Fewer than 20% identified as having been trained in single-subject acceleration, and 51% expressed utilizing single-subject acceleration. Quantitative survey research results revealed that superintendents in larger districts and suburban districts - characteristics that are confounded - are more likely to utilize single-subject acceleration. Further, superintendents expressed concern with transportation issues and logistical, scheduling, and coordination issues associated with single-subject acceleration. The quantitative survey results showed few correlations with superintendents' background and utilization of the practice of single subject acceleration. The results, identified, however, indicate that the more training or life exposure regarding gifted education, the greater the support and the lower the concerns with gifted education. Further, those trained in single-subject acceleration were more likely to anticipate support from their boards regarding single-subject acceleration. Pennsylvania public school superintendents expressed support generally for gifted education even if it were not mandated under Chapter 16. The superintendents overwhelmingly agreed that the gifted need special attention to develop talents. More than a quarter of the superintendents disagreed, however, that a greater number of children should be allowed to skip a grade however while over forty percent of superintendents express neutrality on that topic. Yet, superintendents responded with disagreement about supporting gifted education in their districts; only 15 superintendents expressed agreeing or strongly agreeing with supporting gifted education in their district. This result, seemingly contradictory with other findings, is worthy of deeper investigation. Follow-up qualitative research utilized an interview format and targeted survey respondent volunteers. The follow-up interviews were used to gain deeper insight on the survey questions than binary or Likert-scale questions could reveal. The qualitative interviews revealed tremendous weight on organizational dynamics among the superintendent, school board, teachers, parents, and community at large. In regards to single-subject acceleration, interviews highlighted that culture needed to support single-subject acceleration or student need for acceleration must be strongly evident.
Author :Pennsylvania. General Assembly. Legislative Budget and Finance Committee Publisher : ISBN 13 : Total Pages : pages Book Rating :4.:/5 (144 download)
Book Synopsis Study of the Cost-effectiveness of Consolidating Pennsylvania School Districts by : Pennsylvania. General Assembly. Legislative Budget and Finance Committee
Download or read book Study of the Cost-effectiveness of Consolidating Pennsylvania School Districts written by Pennsylvania. General Assembly. Legislative Budget and Finance Committee and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Texas Model for Comprehensive School Counseling Programs by :
Download or read book The Texas Model for Comprehensive School Counseling Programs written by and published by . This book was released on 2018-02-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.
Book Synopsis Data-driven Decision Making Within the Contemporary Architecture of Accountability by : Gary J. Mattei
Download or read book Data-driven Decision Making Within the Contemporary Architecture of Accountability written by Gary J. Mattei and published by . This book was released on 2005 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study investigated how the district administrators in one southeastern county of Pennsylvania perceived the role of Data-Driven Decision Making (D3M) technology systems as tools to meet the demands of reporting and accountability defined by No Child Left Behind's (NCLB) contemporary architecture of accountability. Public educational systems that included public school districts, charter schools and the intermediate unit were solicited to participate from the selected county. To evaluate the perceptions of the participants, this study employed three research questions. 1. What are the perceptions of selected district administrators regarding the role of D3M technology systems in an educational system as tools to meet the contemporary demands of reporting and accountability defined by NCLB? 2. What are the perceptions of the same district administrators regarding the role of D3M technology systems in an educational system as tools to provide the data necessary in a timely manner to drive improvements in instruction and student achievement? 3. What are the perceptions of the same district administrators regarding the implementation of a D3M technology system in an educational system within the contemporary architecture of accountability specified by NCLB?
