Categories for Quality Leadership

What practices can enhance the impact of instruction in history and social sciences?

March 19, 2021

The effects of historical reading and writing strategy instruction with fourth-through sixth-grade students. This quasi-experimental study of fourth, fifth, and sixth-grade students explored the use of a cognitive apprenticeship model to teach students historical reading and writing strategies.  These results suggest that with appropriate supports and the opportunity to engage in meaningful historical content, students in fourth through sixth grade can analyze primary and secondary source documents and write evidence-based historical arguments. 

Citation: Wissinger, D. R., De La Paz, S., & Jackson, C. (2021). The effects of historical reading and writing strategy instruction with fourth-through sixth-grade students. Journal of Educational Psychology113(1), 49.

Link: https://www.researchgate.net/profile/Daniel-Wissinger/publication/339508391_The_Effects_of_Historical_Reading_and_Writing_Strategy_Instruction_With_Fourth-Through_Sixth-Grade_Students/links/5e58006e92851cefa1c9d8f0/The-Effects-of-Historical-Reading-and-Writing-Strategy-Instruction-With-Fourth-Through-Sixth-Grade-Students.pdf

 


 

How can teachers increase the effectiveness of science instruction?

March 19, 2021

Effective programs for elementary science: A best-evidence synthesis. This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. The review concludes that science teaching methods focused on enhancing teachers’ classroom instruction throughout the year, such as cooperative learning and science-reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning. 

Citation: Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2012). Effective programs for elementary science: A best-evidence synthesis. Baltimore, MD, Johns Hopkins University.

Link: https://bestevidence.org/category/science/science-elementary/

 


 

What do we know about teacher outreach and recruitment?

March 17, 2021

Teacher Outreach. Ensuring that qualified teachers are available to fill the nation’s classrooms begins with attracting a sufficient number of qualified candidates and matching aspiring teachers to enrollment needs. Until recently, aligning staffing to fluctuating enrollment has been complicated by a steady growth in population and the need to fill teaching vacancies produced by high turnover. This landscape is shifting as student enrollment declines and a sufficient supply of teachers is difficult to predict for the foreseeable future. With enough teachers, the spotlight can move from quantity to quality of candidates. Currently, the competence of teacher candidates in the United States compares poorly with that of candidates internationally. Nationally, lower entrance criteria and more lenient grading for pre-service students in teaching allow less capable students to graduate than is the case in other professions. Fortunately, this picture is changing as federal and state policies raise standards and increase academic abilities of new teachers. To maintain progress in attracting qualified candidates, working conditions and compensation should be improved to alter the perception that teaching is undervalued and to reverse past trends in which less-qualified people chose careers in teaching.

Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2021). Teacher Outreach. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-outreach.

Link: https://www.winginstitute.org/quality-teachers-outreach

 


 

Student Teaching and Clinical In-Service

March 11, 2021

Student teaching, field experience, and practicum experience are powerful methods for training new teachers. These methods all feature working with students in classrooms or in laboratory environments that bridge the gap between university instruction and the experience of teaching. Integrating theory, knowledge, and skills, student teaching generally occurs under the direction of a supervisor at the end of the preparation process. 

Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Induction. Oakland, CA: The Wing Institute. https://www.winginstitute.org/pre-service-student.

Link: https://www.winginstitute.org/pre-service-student

 


 

How can I increase student attendance during Covid-19?

February 9, 2021

Improving Attendance in a Remote Learning Environment. The purpose of this brief is to adapt the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction. Strategies from both briefs will be helpful during hybrid instructional models.

Citation: Freeman, J., Flannery, B., Sugai, G., Goodman, S., Simonsen, B., & Barrett, S. (Aug, 2020). Improving Attendance in a Remote Learning Environment. Eugene, OR: Center on PBIS, University of Oregon. www.pbis.org.

Link: https://assets-global.website-files.com/5d3725188825e071f1670246/5ff34f3363042168264ed6e3_Remote%20Attendance%20Brief%20Revised%2012.23.2020.pdf

 


 

How can School-wide Positive Interventions and Support maximize academic engagement and reduce disruptive behavior of middle school students?

February 9, 2021

Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. In the context the authors assessed whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. 

Citation: Van Camp, A. M., Wehby, J. H., Copeland, B. A., & Bruhn, A. L. (2021). Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. Journal of Positive Behavior Interventions23(1), 53-64.

Link: https://journals.sagepub.com/doi/abs/10.1177/1098300720916716

 


 

What is the latest data on Covid-19 and schools?

January 25, 2021

In the midst of the Covid-19 pandemic, States are struggling to reopen and keep open, most, if not all, of their 138,000 K-12 schools.  Given this level of uncertainty, it is critical to track data that will help schools identify problems quickly, assess their nature, and respond in timely and effective ways to safeguard the health of students and education staff while providing a quality education. This Wing Institute dashboard will on track issues regarding the reopening of schools under the Covid-19 pandemic. 

Citation: American Academy of Pediatrics. (2021). Children and COVID-19: State-Level Data Report. 2021. Available in: https://downloads.aap.org/AAP/PDF/AAP%20and%20CHA%20-%20Children%20and%20COVID-19%20State%20Data%20Report%201.14.21.pdf

Link: https://www.winginstitute.org/covid-19-impact

 


 

How can schools assure successful leadership succession?

January 21, 2021

Planning for the Future: Leadership Development and Succession Planning in Education. School Superintendents face immense challenges in recruiting and retaining high-quality principals and district leaders. As a result, superintendents continually recruit and hire new assistant principals and district-level leaders. This article looks at the research and best practices on succession planning in education and other sectors.

Citation: Fusarelli, B. C., Fusarelli, L. D., & Riddick, F. (2018). Planning for the future: Leadership development and succession planning in education. Journal of Research on Leadership Education13(3), 286-313.

Link: https://journals.sagepub.com/doi/10.1177/1942775118771671

 


 

What do school leaders need to support low performing schools?

January 19, 2021

The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Initiative. Over the past 20 years, significant resources have been spent to raise low-performing schools’ performance. This research examines the impact of federally mandated school reforms under the Every Student Succeeds Act (ESSA) on North Carolina schools. The revised education legislation allows states more discretion in reforming their lowest-performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. This study relies on a regression discontinuity design to evaluate North Carolina’s turnaround initiative aligned with ESSA requirements. The results reveal no significant growth in student test performance and decreased performance in year two. Schools also continued to experience high teacher turnover despite the school reform intervention. 

The study authors suggest current reform interventions that do not disrupt the status quo of how schools go about instruction are likely to fail. The paper also highlights the need for school leaders to embrace implementation science to ensure that adequate resources are available to implement initiatives as designed.  

Citation: Henry, G. T., & Harbatkin, E. (2020). The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Intervention. Journal of Research on Educational Effectiveness13(4), 702-730.

Linkhttps://www.edworkingpapers.com/sites/default/files/ai19-103.pdf

 


 

How can policy makers contribute to school principal quality?

January 12, 2021

Using State-Level Policy Levers to Promote Principal Quality: Lessons from Seven States Partnering with Principal Preparation Programs and DistrictStates play a role in fostering an environment that develops and supports effective school principals. This report identifies key levers that states can pull to try to improve the principal performance: standards for the job; recruitment; oversight of principal preparation programs; principal licensure; evaluation of principals; professional development; and development of “leader tracking systems”. 

Citation: Gates, S. M., Woo, A., Xenakis, L., Wang, E. L., Herman, R., Andrew, M., & Todd, I. Using State-Level Policy Levers to Promote Principal Quality. Santa Monica, CA: Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf

Link: https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf