Browsing by Subject "professional development and teacher practice"

Now showing 1 - 6 of 6
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    Anoka-Hennepin Compensatory Education Pilot Program Year 1 Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel; Center for Applied Research and Educational Improvement
    The Year 1 Report of the Anoka-Hennepin Compensatory Education Pilot Progam reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight
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    Education Minnesota’s TALL Project: Teachers as Learners and Leaders. Evaluation Report (July 2001)
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2001-07) Anderson, Roger; Horn, Sandi; Center for Applied Research and Educational Improvement
    The Minnesota Legislature provided assistance in the form of categorical aid for staff development. State law required school districts to set aside two percent of their basic revenue for staff development. During the 2000 session, the Legislature allocated money to the Department of Children, Families, and Learning (CFL) for a number of Best Practice grants. One of these Best Practice grants was earmarked for Education Minnesota. This grant became the Teachers as Learners and Leaders (TALL) project.
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    Education Minnesota’s TALL Project: Teachers as Learners and Leaders. Second Annual Evaluation Report (July 2002)
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2002-07) Anderson, Roger; Center for Applied Research and Educational Improvement
    The Minnesota Legislature provided assistance in the form of categorical aid for staff development. State law required school districts to set aside two percent of their basic revenue for staff development. During the 2000 session, the Legislature allocated money to the Department of Children, Families, and Learning (CFL) for a number of Best Practice grants. One of these Best Practice grants was earmarked for Education Minnesota. This grant became the Teachers as Learners and Leaders (TALL) project.
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    Implementation of the Quality Compensation program (Q Comp): A Formative Evaluation
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Sheldon, Timothy; Peterson, Kristin; Center for Applied Research and Educational Improvement
    The report describes the range of implementation strategies and activities early adopter districts and sites have used in the implementation of the Quality Compensation Program (Q Comp), which is the alternative pay initiative enacted by the Minnesota Legislature. It also summarizes successes and concerns of those pilot sites, since their experiences can be highly informative for other districts and charter schools moving forward to create their own Q Comp plans.
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    Leadership for Literacy Grant, 2002: Final Evaluation
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2002) Wahlstrom, Kyla; Sheldon, Timothy; Center for Applied Research and Educational Improvement
    The Leadership for Literacy Grant, competitively awarded to Minnesota School District 622, has had a goal of building leadership for literacy through the design and implementation of professional learning communities. Grant resources provided for a set of activities, which were designed to foster a collaborative culture in the district among teachers and staff.
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    Teachers' Professional Development For Vital Middle Schools: What Do We Know And Where Should We Go?
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Seashore, Karen; Center for Applied Research and Educational Improvement
    Over the last decade the challenges to educators, both from within and outside the profession, have been numerous and often conflicting. Much of the time the difficulties appear overwhelming, as schools are confronted with seemingly endless challenges such as changing demographics, a sense that student engagement and faith in education is declining, and problems of attracting and retaining high quality faculty and administrators to work in an embattled professional setting. In this paper the author argues that we have lapsed into constrained, but easy, thinking about how to make middle schools a reality through teacher development. This has occurred not because the specific goals are wrong, or even the short-term strategies, but because we have not considered all of the larger implications.