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| 24th Annual HSTW Staff Development Conference, July 14-17, 2010, Louisville, KY |
| URL: HTTP://WWW.SREB.ORG/SUMMERCONFERENCE/INDEX.ASP |
| Format: URL |
| Focus Area: High school, Leadership |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: The 24th Annual High Schools That Work Staff Development Conference will be held at the Kentucky International Convention Center in Louisville, Kentucky, July 14 – 17, 2010. Pre-conference workshops will begin Monday, July 12, and conclude at noon on Wednesday, July 14, 2010. |
| How to read this information > |
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| Progress Being Made in Getting a Quality Leader in Every School |
| URL: HTTP://WWW.SREB.ORG/MAIN/GOALS/PUBLICATIONS/GETTING_QUALITY_LEADER_... |
| Format: Print, URL |
| Focus Area: Leadership |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: This report, a part of the Challenge to Lead education goal series, documents SREB states' progress in redesigning the preparation and development of school principals. The analyses are based on information collected in interviews with state agency personnel on six key indicators. The report also outlines actions that states can take to make progress on each indicator, describes promising practices being implemented by some states, and identifies challenges states face in creating new policies that can drive more effective programs and practices. |
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| Claims of Effectiveness: No claims of effectiveness are made. |
| How to read this information > |
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| The Principal Internship: How Can We Get It Right? |
| URL: HTTP://WWW.SREB.ORG/PROGRAMS/HSTW/PUBLICATIONS/PUBS/05V02PRINCIPALI... |
| Format: Print, URL |
| Focus Area: Highly qualified educators |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: This report presents the results of SREB's survey to measure the quality of internships provided to aspiring principals in university leadership programs in the southern states. The survey probed the extent to which principal interns are required to observe, participate in, and lead activities that focus on improving curriculum, instruction, and student achievement. The report discusses the lack of opportunities to engage in instructional leadership and the wide disconnect between the work of today's principals and the internship experiences provided. Actions for improvement in the programs are recommended. |
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| Claims of Effectiveness: No claims of effectiveness are made. |
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| The SREB-State Middle Grades Consortium: Making the Middle Grades Matter (MMGM) |
| URL: HTTP://WWW.SREB.ORG/PROGRAMS/MIDDLEGRADES/MIDDLEGRADESINDEX.ASP |
| Format: Print, URL |
| Focus Area: School/District improvement |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: MMGM, the middle school initiative of the Southern Regional Education Board (SREB), is based on the position that most students can master rigorous academic curriculum and that improving student achievement in the elementary and middle school student is necessary for success in ninth grade and high school. MMGM's framework for middle school success includes these key components: a rigorous and relevant academic core, supportive relationships that help students make successful transitions from middle to high school, and teacher advisors to work with parents and students to set goals and select courses. |
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| Claims of Effectiveness: Four research reports on the condition of middle schools was the basis for a framework to improve middle schools. This framework includes research-based components but does not include references to any evaluations. This is a brochure that overviews the framework of the program. |
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| SREB Leadership Curriculum Modules |
| URL: HTTP://WWW.SREB.ORG/MAIN/LEADERSHIP/MODULES/LOGIN.ASP |
| Format: Print, URL |
| Focus Area: Leadership |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: These modules from SREB focus on what principals and school leadership teams need to know and be able to do to improve a school's instructional program and raise student achievement. The framework for the modules is a set of 13 critical success factors identified in studies of principals recognized for leading changes in school and classroom practices that raised student achievement. The nine core modules address using data to lead change, standards-based curriculum development, assessment and instruction, standards-driven student work, creating a school culture of high expectations, results-based professional development, literacy leadership, numeracy leadership, and leading change. Five additional modules address creating a personalized learning environment, organizing the learning environment, building and leading effective teams, communicating effectively in a high-performing school, and coaching for school improvement. |
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| Claims of Effectiveness: No specific claims of effectiveness, but information is shared on where the modules are being used, and it is noted that the 13 success factors on which the modules are based are drawn from the research on effective principals. |
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| High Schools That Work (HSTW) |
| URL: HTTP://WWW.SREB.ORG/PROGRAMS/HSTW/PUBLICATIONS/2005PUBS/05V07_ENHAN... |
| Format: PDF, URL |
| Focus Area: High school |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: One aspect of HSTW is "Getting unprepared students ready for high school" by providing (1) "gear-up programs" for middle school students; (2) summer "bridge" programs in reading and mathematics with real-world field experiences; and (3) unprepared ninth-grade students with expanded time to learn English and algebra, special courses in study skills and computers, college prep science and social studies courses, and exposure to career options and planning. In addition, HSTW advocates reducing the student/teacher ratio to its lowest in high school, and having a master teacher lead the ninth-grade team, with the same students and common planning time. |
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| Claims of Effectiveness: This report does not include the research methodology, but does make claims that students who complete the HSTW-recommended academic core have higher mean reading, math, and science achievement scores. Referenced on the Web site are two external evaluations that compare yearly achievement and survey data and conclude that academic achievement has improved. |
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| Preparing a New Breed of Principals in Tennessee: Instructional Leadership Redesign in Action |
| URL: HTTP://WWW.SREB.ORG/PUBLICATIONS/2009/09V16_TN_LEADERSHIP_REDESIGN.PDF |
| Format: PDF, URL |
| Focus Area: Leadership |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: The Southern Regional Education Board (SREB) worked with Tennessee State Board of Education, East Tennessee State University (ETSU), and the University of Memphis to redesign educational leadership preparation. This report offers characteristics of an effective preparation program, ideas for practical training, 13 critical success factors for effective principals, and final thoughts on the project. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report but the information is based on the author's experience and expert opinion. |
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| The Providence School Department and the University of Rhode Island Partnership |
| URL: HTTP://WWW.SREB.ORG/PROGRAMS/HSTW/PUBLICATIONS/CASE_STUDIES/PROVIDE... |
| Format: Print, URL |
| Focus Area: Leadership |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: This case study describes how the Providence School Department in Providence, Rhode Island, and the University of Rhode Island (URI) collaborated to develop a principal preparation program that trains aspirants within the school system to become effective school leaders who are focused on improving student achievement. The study outlines the curriculum and major strands of study for the program, the importance of field-based learning experiences and internships, and the indicators of program quality. |
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| Competent Leaders Make the Difference in Achieving School and Student Goals |
| URL: HTTP://WWW.SREB.ORG/PUBLICATIONS/2008/NEWSLETTERS/09V05W_BESTPRACTI... |
| Format: PDF, URL |
| Focus Area: Leadership, High school |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: This newsletter of "best practices" in implementing three school improvement models—High Schools That Work (HSTW), Making Middle Grades Work (MMGW), and Technology Centers That Work (TCTW)—is based on presentations at the 22nd Annual HSTW Staff Development Conference in Nashville, Tennessee, in July 2008. Included are studies from effective schools, best practices of teacher leaders to improve student performance, district support, and discussions on the use of classroom walkthroughs. |
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| Claims of Effectiveness: No claims of effectiveness are included in this article but information is based on expert opinion. |
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| Leadership Matters: Building Leadership Capacity |
| URL: HTTP://WWW.SREB.ORG/MAIN/LEADERSHIP/PUBS/BUILDING_LEADERSHIP_CAPACI... |
| Format: Print, URL |
| Focus Area: Leadership |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: This guide offers strategies for building leadership capacity in schools and helps school administrators find new ways to encourage and support effort. It addresses four questions: (1) What do leaders do to push all students to higher levels of proficiency? (2) How do school leaders demonstrate that nearly all students can master challenging curriculums? (3) How do leaders encourage the efforts of others to focus on the success of every student? (4) How can leaders put these ideas into practice? |
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| Claims of Effectiveness: No claims of effectiveness are made. |
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| Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six Through 12 |
| URL: HTTP://WWW.SREB.ORG/PROGRAMS/HSTW/PUBLICATIONS/PUBS/03V63_LITERACY%... |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: This guide provides concrete, research-based steps not only to raise reading and writing achievement but also to help students learn more in every class by using literacy skills. The guide focuses on five literacy goals: reading 25 books across the curriculum; writing weekly in all classes; using reading and writing strategies; writing research papers; and taking rigorous language-arts classes. |
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| Claims of Effectiveness: This guide claims to be based upon research-based steps. However, the guide does not include enough information about its research basis to judge its rigor. |
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