Race to the Top: Colorado May Be Used to High Altitudes But Can It Compete in Race to the Top?

Education and Literacy, Government Reform

Race to the Top: Colorado May Be Used to High Altitudes But Can It Compete in Race to the Top?

Outlines expected requirements for the American Recovery and Reinvestment Act's funding to the states for education reform. Offers strategies for improving teacher quality in Colorado, as well as data infrastructure, low-performing schools, and standards.

Geographic Focus: North America-United States (Western)-Colorado, North America-United States

Defining Strong State Accountability Systems: How Can Better Standards Gain Greater Traction?

Education and Literacy, Nonprofits and Philanthropy

Defining Strong State Accountability Systems: How Can Better Standards Gain Greater Traction?

Geographic Focus: North America-United States (Southwestern)-Texas, North America-United States (Western)-California, North America-United States (Western)-Colorado, North America-United States (Southern)-Florida, North America-United States (Midwestern)-Indiana, North America-United States (Northeastern)-Massachusetts, Africa (Southern)-Zimbabwe

Cross-State Analyses of Results of 2012-13 Teaching Empowering Leading and Learning (TELL) Survey Research Report

Education and Literacy

Cross-State Analyses of Results of 2012-13 Teaching Empowering Leading and Learning (TELL) Survey Research Report

New Teacher Center worked collaboratively with nine state coalitions - including governors, state education agencies, teacher associations, stakeholder groups and practitioners - to implement the Teaching, Empowering, Leading and Learning (TELL) survey statewide in nine states from the spring of 2012 to the spring of 2103. The TELL survey is a full-population survey of school-based licensed educators designed to report the perceptions about the presence of teaching and learning conditions that research has shown increase student learning and teacher retention.

The conditions assessed in the TELL survey include:

  • Time
  • Facilities and Resources
  • Professional Development
  • School Leadership
  • Teacher Leadership
  • Instructional Practices and Support
  • Managing Student Conduct
  • Community Support and Involvement
  • New Teacher Support (for teachers in their first three years in the profession)

This report compares the results of the TELL survey at the state level across the country, providing an additional contextual lens for interpreting the results from each participating state to better understand their own findings.

Geographic Focus: North America-United States;North America-United States (Western)-Colorado;North America-United States (Southern)-Tennessee;North America-United States (Midwestern)-Ohio;North America-United States (Southern)-North Carolina;North America-United States (Southern)-Maryland;North America-United States (Southern)-Kentucky;North America-United States (Northeastern)-Vermont;North America-United States (Northeastern)-Massachusetts;North America-United States (Northeastern)-Delaware

Expanding Learning, Enriching Learning: Portraits of Five Programs

Education and Literacy;Poverty

Expanding Learning, Enriching Learning: Portraits of Five Programs

These "Stories From the Field" describe five Wallace-funded programs working to expand learning and enrichment for disadvantaged children, so they can benefit from the types of opportunities their wealthier counterparts have access to, from homework help to swimming classes. The report details each program's approach, successes and challenges, offering a well-rounded picture of the effort nationally to expand learning opportunities for low-income children -- and the work that remains.

Geographic Focus: North America-United States (Western)-Colorado-Denver County-Denver;North America-United States (Western)-California-Santa Clara County-San Jose;North America-United States (Southern)-District of Columbia-Washington;North America-United States (Northeastern)-New York-Kings County-New York City (Brooklyn);North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston

Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers

Education and Literacy

Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers

This report looks deeply inside 17 schools that stand at the vanguard of the current revolution in teaching. It reveals the substantive ways in which these schools are providing their teachers with more time to reflect on, develop, and hone their craft, by very explicitly leveraging an expanded-time school schedule and calendar. These schools' expanded time (on average, they are in session almost 300 hours more per year than the national norm of 1,170 hours) affords not only more hours and days focused on classroom instruction, but also a full array of professional learning opportunities.

Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Ohio-Cuyahoga County-Cleveland, North America-United States (Northeastern)-Connecticut-New Haven County-New Haven, North America-United States (Northeastern)-Massachusetts, North America-United States (Northeastern)-New Jersey-Union County-Elizabeth, North America-United States (Northeastern)-New York-Kings County-New York City (Brooklyn), North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia, North America-United States (Southern)-Louisiana-Orleans Parish-New Orleans, North America-United States (Southern)-Tennessee-Shelby County-Memphis, North America-United States (Southwestern)-Arizona-Maricopa County-Phoenix, North America-United States (Southwestern)-Texas-Harris County-Houston, North America-United States (Western)-California-San Diego County, North America-United States (Western)-Colorado-Denver County-Denver

Rethinking Leadership: The Changing Role of Principal Supervisors

Education and Literacy

Rethinking Leadership: The Changing Role of Principal Supervisors

In the fall of 2012, the Council of the Great City Schools launched a two-part study of the ways principal supervisors are selected, supported, and evaluated in major school districts across the country. The first part involved a survey administered to district staff serving as principal supervisors in the fall of 2012. The second part of the study involved site visits to the six districts participating in The Wallace Foundation's Principal Pipeline Initiative -- Charlotte-Mecklenburg Schools, Denver Public Schools, Gwinnett County Public Schools, Hillsborough County Public Schools, the New York City Department of Education, and Prince George's County Public Schools.

This report provides a summary of findings from both the survey and site visits. Part I presents a description of the organizational structure and general features of the various principal supervisory systems, including the roles, selection, deployment, staffing, professional development, and evaluation of principal supervisors, as well as the preparation, selection, support, and evaluation of principals.

Part II provides recommendations for building more effective principal supervisory systems. Based on the survey results and observations from the site visits, these recommendations identify those structures and practices that are most likely to result in stronger school leaders and higher student achievement.

Geographic Focus: North America-United States (Western)-Colorado-Denver County;North America-United States (Southern)-North Carolina-Mecklenburg County;North America-United States (Southern)-Maryland-Prince George;North America-United States (Southern)-Florida-Hillsborough County;North America-United States (Northeastern)-New York-New York County-New York City

Teacher Compensation Based on Effectiveness: The Harrison (CO) School District's Pay-for-Performance Plan

Education and Literacy, Employment and Labor

Teacher Compensation Based on Effectiveness: The Harrison (CO) School District's Pay-for-Performance Plan

A teacher's effectiveness has a tremendous impact on a child's learning and academic trajectory. Yet knowing that, and being able to create teacher evaluation systems that successfully measure and document teacher effectiveness, are two very different things. In fact, for as long as anyone can remember, a public school teacher's effectiveness and performance in Ohio classrooms-as in the rest of America- haven't been measured much at all. These critical factors have had little impact on decisions about whether she is retained by her district or laid off, how she is compensated or assigned to a district's school, or how her professional development is crafted. This report, authored by Superintendent Mike Miles, takes a detailed look at the Harrison (CO) School District 2's Pay-for-Performance Plan. The Harrison Plan confronted the dual challenges of defining an effective teacher then identifying all the things that demonstrate her effectiveness. This how-to guide is meant to serve as a tool and model for Ohio's school districts.

Geographic Focus: North America-United States (Western)-Colorado

Investments in Building Citywide Out-of-School-Time Systems: A Six-City Study Synopsis

Children and Youth, Education and Literacy

Investments in Building Citywide Out-of-School-Time Systems: A Six-City Study Synopsis

This report is the last in a series funded by The Wallace Foundation and developed by P/PV and The Finance Project to document the costs of out-of-school-time (OST) programs and the city-level systems that support them. The report examines the development of OST systems in six cities across the country and summarizes the strategies and activities commonly pursued, their associated investments and options for financing such system-building efforts. These findings can provide OST stakeholders with critical information to help guide their investments in system planning, start-up and ongoing operations.

The report serves as a companion to two previous resources: The Cost of Quality Out-of-School-Time Programs, which provides information on both the average out-of-pocket expenditures and the average full cost of a wide range of quality OST programs; and an online cost calculator that enables users to generate tailored cost estimates for many different types of OST programs.

Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston, North America-United States (Southern)-North Carolina-Mecklenburg County-Charlotte, North America-United States (Western)-Colorado-Denver County-Denver, North America-United States (Mountain States), North America-United States (Pacific Northwest), North America-United States (Western)-Washington, North America-United States (Western)-Washington-King County-Seattle, North America-United States (Northeastern)-New York-New York County-New York City, North America-United States (Western)-Colorado

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