Pub Date : 2018-06-20DOI: 10.32674/jsard.v3i1.1929
Janelle E. Rodl, Wes Bonifay, Rebecca A. Cruz, Sarah Manchanda
School administrators are often responsible for observing and evaluating special education teachers. The current study examined the training school administrators received, their needed knowledge and supports, and their confidence in performing job functions related to special education teacher evaluation. A total of 929 school administrators in California completed a 26-item survey in which they reported the training they had received, the usefulness of the training for informing practice, and the confidence they felt in evaluating special educators. Results indicated that most school administrators did not have a background in special education, did not receive training related to evaluating special educators, and felt less confident evaluating special educators than general educators. School administrators, especially those without a background in special education, may need more training and support related to evaluating special education teachers during preparation and in the early years of administration. Training and support should focus on evidence-based practices for teaching- ing students with disabilities.
{"title":"A Survey of School Administrators’ Training and Support Related to Evaluating Special Education Teachers","authors":"Janelle E. Rodl, Wes Bonifay, Rebecca A. Cruz, Sarah Manchanda","doi":"10.32674/jsard.v3i1.1929","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1929","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000School administrators are often responsible for observing and evaluating special education teachers. The current study examined the training school administrators received, their needed knowledge and supports, and their confidence in performing job functions related to special education teacher evaluation. A total of 929 school administrators in California completed a 26-item survey in which they reported the training they had received, the usefulness of the training for informing practice, and the confidence they felt in evaluating special educators. Results indicated that most school administrators did not have a background in special education, did not receive training related to evaluating special educators, and felt less confident evaluating special educators than general educators. School administrators, especially those without a background in special education, may need more training and support related to evaluating special education teachers during preparation and in the early years of administration. Training and support should focus on evidence-based practices for teaching- ing students with disabilities. \u0000 \u0000 \u0000 \u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69975597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.32674/jsard.v3i1.1928
P. Goldschmidt, Alia Congdon
We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifical- ly, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and examined whether there were relationships between these two indicators as well as with observations. Overall, principal feedback was often aligned with observation scores and the quality was directly related to the number of observation elements scored. Feedback is readily partitioned into two constructs: clarity of communication and instructional practices. Feedback consistently demonstrated clarity of communication but was less likely to address instructional practices. Importantly, novice teachers received poorer quality feedback than experienced teachers. Teacher Professional Growth Goals tended to be superficial and rarely included details such as specific action steps or measurable outcomes. Although exploratory, evidence that both feedback and growth goals varied to some extent by school imply that both feedback and growth goals can be impacted by better guidance.
{"title":"Exploratory Analysis of Teacher Artifacts as Evidence of Educator Effectiveness Implementation Fidelity","authors":"P. Goldschmidt, Alia Congdon","doi":"10.32674/jsard.v3i1.1928","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1928","url":null,"abstract":"We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifical- ly, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and examined whether there were relationships between these two indicators as well as with observations. Overall, principal feedback was often aligned with observation scores and the quality was directly related to the number of observation elements scored. Feedback is readily partitioned into two constructs: clarity of communication and instructional practices. Feedback consistently demonstrated clarity of communication but was less likely to address instructional practices. Importantly, novice teachers received poorer quality feedback than experienced teachers. Teacher Professional Growth Goals tended to be superficial and rarely included details such as specific action steps or measurable outcomes. Although exploratory, evidence that both feedback and growth goals varied to some extent by school imply that both feedback and growth goals can be impacted by better guidance.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48070335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.32674/jsard.v3i1.1931
S. Tracz, Paul L. Beare, C. Torgerson
Changing teacher preparation to establish school-university partnerships can help candidates develop teacher identities and exceptional skills by providing supportive experiences in challenging situations. Focus groups and interviews were conducted with student teachers, teachers, principals, and program directors from a school-university partnership at its inception and seven years later. Five themes emerged: 1) change from individualistic to collective perspectives, 2) family-like, emotional support, and collaboration, 3) intensive student-teacher initiation, 4) professional development and reward systems, and 5) interconnectedness and accountability to multiple persons and supervisors.
{"title":"A Longitudinal Case Study of a School- University Partnership for Training Teachers","authors":"S. Tracz, Paul L. Beare, C. Torgerson","doi":"10.32674/jsard.v3i1.1931","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1931","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Changing teacher preparation to establish school-university partnerships can help candidates develop teacher identities and exceptional skills by providing supportive experiences in challenging situations. Focus groups and interviews were conducted with student teachers, teachers, principals, and program directors from a school-university partnership at its inception and seven years later. Five themes emerged: 1) change from individualistic to collective perspectives, 2) family-like, emotional support, and collaboration, 3) intensive student-teacher initiation, 4) professional development and reward systems, and 5) interconnectedness and accountability to multiple persons and supervisors. \u0000 \u0000 \u0000 \u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44018193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.32674/jsard.v3i1.1927
Joshua Kunnath
Welcome to the Summer 2018 issue of the Journal of School Administration Research and Development (JSARD), our third volume. JSARD is an open-access, peer-reviewed journal that supports the development and dissemina- tion of research and scholarship in the area of K-12 school administration and leadership. Our mission is to pub- lish and disseminate relevant, high-quality literature in educational leadership in order to empower researchers, practitioners, and policy makers to improve K-12 schools. JSARD publications are possible due to the hard work of our editorial board, peer reviewers, copy editors, and authors.
{"title":"Editor’s Note","authors":"Joshua Kunnath","doi":"10.32674/jsard.v3i1.1927","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1927","url":null,"abstract":"\u0000 \u0000 \u0000Welcome to the Summer 2018 issue of the Journal of School Administration Research and Development (JSARD), our third volume. JSARD is an open-access, peer-reviewed journal that supports the development and dissemina- tion of research and scholarship in the area of K-12 school administration and leadership. Our mission is to pub- lish and disseminate relevant, high-quality literature in educational leadership in order to empower researchers, practitioners, and policy makers to improve K-12 schools. JSARD publications are possible due to the hard work of our editorial board, peer reviewers, copy editors, and authors. \u0000 \u0000 \u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41984576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.32674/jsard.v3i1.1933
Susan D. Nickerson, M. Vaughn, L. Lamb, Donna Ross, Randolph A. Philipp, Raymond LaRochelle, K. Williams
Teachers’ situated knowledge of the classroom and teaching suggests that they can play an important role in promoting and supporting change in teaching practice even if they are not formally designated as leaders. We selected 32 secondary mathemat- ics and science teachers and supported them in enrich- ing their instructional practice and in becoming in- structurally-focused teacher leaders. We describe the qualities we sought in teachers who were to become effective teacher leaders, and we share the ways in which we assessed those characteristics. We explain our rationale, instruments, and interview questions used in the selection of the teacher leaders. After four years, our teachers have served and continue to serve in numerous formal and informal leadership roles. We offer three recommendations to administrators for nurturing teacher leaders.
{"title":"A Model for Selecting Exemplary Mathematics and Science Teacher Leaders","authors":"Susan D. Nickerson, M. Vaughn, L. Lamb, Donna Ross, Randolph A. Philipp, Raymond LaRochelle, K. Williams","doi":"10.32674/jsard.v3i1.1933","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1933","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Teachers’ situated knowledge of the classroom and teaching suggests that they can play an important role in promoting and supporting change in teaching practice even if they are not formally designated as leaders. We selected 32 secondary mathemat- ics and science teachers and supported them in enrich- ing their instructional practice and in becoming in- structurally-focused teacher leaders. We describe the qualities we sought in teachers who were to become effective teacher leaders, and we share the ways in which we assessed those characteristics. We explain our rationale, instruments, and interview questions used in the selection of the teacher leaders. After four years, our teachers have served and continue to serve in numerous formal and informal leadership roles. We offer three recommendations to administrators for nurturing teacher leaders. \u0000 \u0000 \u0000 \u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43348156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.32674/jsard.v3i1.1934
James Marshall, D. Fisher
California faces an increasing shortage of well-prepared, competent school leaders. These future instructional leaders will be required to play critical roles to assure the success of the schools they will lead. San Diego State University, in collaboration with three partner school districts in the region, developed the five types of leaderly thinking model to represent a leader’s integration and application of the broad and disparate knowledge required to successfully lead a school. The model was designed to scaffold the design of administrative credential courses that accurately reflect the realities of school leadership. In doing so, the partners intend to provide candidates with experiences that reflect a leader’s true work and, through the authentic, practice-based learning experience, reduce the new administrator’s time to competence. This article presents the five types of thinking and highlights the implementation of this model into the preparation program. Additionally, it provides ideas to guide the model’s application in school district-based professional development applications.
{"title":"Making Preparation Practical","authors":"James Marshall, D. Fisher","doi":"10.32674/jsard.v3i1.1934","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1934","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000California faces an increasing shortage of well-prepared, competent school leaders. These future instructional leaders will be required to play critical roles to assure the success of the schools they will lead. San Diego State University, in collaboration with three partner school districts in the region, developed the five types of leaderly thinking model to represent a leader’s integration and application of the broad and disparate knowledge required to successfully lead a school. The model was designed to scaffold the design of administrative credential courses that accurately reflect the realities of school leadership. In doing so, the partners intend to provide candidates with experiences that reflect a leader’s true work and, through the authentic, practice-based learning experience, reduce the new administrator’s time to competence. This article presents the five types of thinking and highlights the implementation of this model into the preparation program. Additionally, it provides ideas to guide the model’s application in school district-based professional development applications. \u0000 \u0000 \u0000 \u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47111078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.32674/jsard.v3i1.1935
Soraya Fallah, Cklara Moradian, Wendy Murawski
Ability, equity, and culture: Sustaining inclusive urban education reform, edited by Kozleski and Thorius (2014), is a remarkable compilation of work, written by a diverse ensemble of educators, researchers, practitioners, and advocates. A thought-provoking book that looks critically at urban education reform, the authors challenge readers to have a broader understanding of what the term inclusivity entails. The editors present the work of 17 authors who were all part of the National Institute for Urban School Improvement (NIUSI). These authors shed light on various aspects of systemic urban reform in policy, pedagogy, and practice. Issues discussed ranged from the micro to the macro change initiatives to classroom environments and district culture, as well as successful models of student-centered programs around the country. Using data from 12 years of research conducted under the sponsorship of NIUSI, the contributors paint a hopeful, if daunting, a portrait of what equitable, inclusive, and culturally responsive education should and could look like. Ultimately, the contributors of this book believe that sustainable, scalable, successful systemic educational reform is attainable, provided that all stakeholders are committed to cultural responsivity and inclusivity for all students. In order to achieve this goal, the authors posit that reform needs to combat discrimination based on socially constructed notions of difference, such as gender, race, ethnicity, ability, class, and sexual orientation.
{"title":"Book Review","authors":"Soraya Fallah, Cklara Moradian, Wendy Murawski","doi":"10.32674/jsard.v3i1.1935","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1935","url":null,"abstract":"\u0000 \u0000 \u0000Ability, equity, and culture: Sustaining inclusive urban education reform, edited by Kozleski and Thorius (2014), is a remarkable compilation of work, written by a diverse ensemble of educators, researchers, practitioners, and advocates. A thought-provoking book that looks critically at urban education reform, the authors challenge readers to have a broader understanding of what the term inclusivity entails. The editors present the work of 17 authors who were all part of the National Institute for Urban School Improvement (NIUSI). These authors shed light on various aspects of systemic urban reform in policy, pedagogy, and practice. Issues discussed ranged from the micro to the macro change initiatives to classroom environments and district culture, as well as successful models of student-centered programs around the country. Using data from 12 years of research conducted under the sponsorship of NIUSI, the contributors paint a hopeful, if daunting, a portrait of what equitable, inclusive, and culturally responsive education should and could look like. Ultimately, the contributors of this book believe that sustainable, scalable, successful systemic educational reform is attainable, provided that all stakeholders are committed to cultural responsivity and inclusivity for all students. In order to achieve this goal, the authors posit that reform needs to combat discrimination based on socially constructed notions of difference, such as gender, race, ethnicity, ability, class, and sexual orientation. \u0000 \u0000 \u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46933865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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