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In this report, the authors describe the system implemented in Duval County Public Schools (Flori... more In this report, the authors describe the system implemented in Duval County Public Schools (Florida) to monitor the district's instructional reform efforts and the influences of the system on teachers and school and district leaders. The system, called the Standards Implementation Snapshot System, was implemented by John Fryer, Superintendent of Duval Public Schools, in 2002. The snapshot system seeks to take a "snapshot" at a point in time of the depth of implementation of the district's standards-based reform initiatives. This report is the story of the development and influence of the snapshot system.

Journal of research on leadership education, Dec 1, 2010

In this study, we examine how the Educational Leadership Program for Aspiring Principals (ELPAP) ... more In this study, we examine how the Educational Leadership Program for Aspiring Principals (ELPAP) at the University of Pennsylvania uses a guided inquiry experience, the Focused Observation, to facilitate role conceptualization and identity development for pre-service leadership students. Focused Observations involve university faculty, current and former ELPAP students, and school and district leaders in critically examining current educational policies and practices in place at select visited schools and districts. Using qualitative data from current and former students and school and district staff, we explore how these Focused Observations facilitate professional socialization and foster students' internalization of an identity as a change-oriented leader. There are a number of excellent educational leadership preparation programs throughout the United States that have impacted on the development of school leaders, challenging them to improve teaching and learning, including providing cutting edge theory and research about organizations, leadership, and teaching/learning (Young, Crow, Orr, Ogawa, & Creighton, 2005). However, current approaches to leadership preparation are not without their critics (e.g., Levine, 2005). These programs have the task of preparing school principals to meet the challenge of improving teaching and learning for all students in often difficult contexts. To assist future school leaders in meeting these challenges, many programs attempt to help them develop the knowledge and skills that are consistent with the needs of leadership for transforming teaching and learning to meet current economic and social challenges. Regardless, commentators on the state of school leadership have argued that principal preparation programs do not meet current

Advances in Educational Administration, 2015

Abstract Despite the rapid growth of executive coaching in the business world and nascent interes... more Abstract Despite the rapid growth of executive coaching in the business world and nascent interest in education, there is no solid research base around how coaching impacts leadership. Following the development of analytical case studies of coach and school leader dyads, we use causal process analysis to trace the complex pathways in which coaches impact leader development. In this process, we attempt to move beyond lists of traits and activities of effective coaching practice to develop a theoretical framework layered with thick description of leadership coaching situated within the context of a high poverty mid-sized urban school district. Findings include insights into the structures and practices that promote strong trusting relationships between the coach and coachee, how this relationship is central to deepening the impact of the coach’s work, and how co-leading provides the means of both modeling and guiding leaders toward personal and school improvement.

Journal of Disability Policy Studies, 2014

Students with disabilities fit into two groups: (a) those with individualized education plans (IE... more Students with disabilities fit into two groups: (a) those with individualized education plans (IEPs), who are eligible under both the Individuals With Disabilities Education Act and Section 504, and (b) those with 504 plans, who are eligible under Section 504 only. Updating the only previous data about the incidence of 504-only students, which was a non-governmental survey prior to the 2008 ADA amendments to the Americans With Disabilities Act, this study analyzed the data from the federal government’s 2009–2010 Civil Rights Data Collection (CRDC). The first finding was that the average proportion of 504-only students in the nation’s public schools is approximately 1%. Second, the percentage of this group is significantly higher for (a) Black and Hispanic than for White students and (b) for males than for females. Third, the percentage of 504-only students is significantly higher for (a) high IEP than for low IEP schools, (b) non-charter than for charter schools, and (c) non-Title I than Title I schools. These results suggest the need for more diligent and consistent identification of 504-only students and for more current and comprehensive research.

Journal of Disability Policy Studies, Aug 7, 2014

Abstract: In this paper, we explore the implications of the use of academic discourse and social ... more Abstract: In this paper, we explore the implications of the use of academic discourse and social theory in a collaborative research process with African-American youth focused on urban science education. While involving students as co-researchers can be a more ethical approach than traditional approaches because of the greater potential for mutual understanding and for empowering participants to work together toward positive change, ethical issues may become even more salient. Specifically, the academic discourse used in the research process can be perceived by youth participants as establishing and reaffirming social boundaries rather than as a language of an open community in which they can participate. Drawing on several incidents from this research project, we argue for a continually reflexive research process in order to insure that research methods do not undermine political and ethical research goals by perpetuating exclusion similar to the kind that students may experience i...

In this paper, I analyze the discourse generated during one public debate and associated news cov... more In this paper, I analyze the discourse generated during one public debate and associated news coverage over the merits of privatization and choice policies for public schools. I explore discourse-based techniques policy advocates use to construct public perception of these issues. Critical discourse analysis (CDA) provides a theoretical grounding and influences the frame for the analysis. Using this public text, I begin building a discourse grounded micro-level understanding of the means through which radical shifts in our understanding of the role of the public in public institutions are accomplished. Much of the debate centers on attempts to influence public perception of the problems of education, their severity, who is responsible for them, and how they should be addressed. However, my analysis reveals that discursive moves employed by the pro-privatization advocate go beyond attempts to define the problem, improve school efficiency or performance to the colonization of democrat...

In recent years there bas been an increase in the number of programs offering support, guidance, ... more In recent years there bas been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs-collectively known as induction-have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999-2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to others schools and less likely to leave the teaching occupation after their first year of teaching.

This paper is a work in progress. Opinions expressed in this paper are those of the authors and d... more This paper is a work in progress. Opinions expressed in this paper are those of the authors and do not necessarily reflect the views of the Consortium for Policy Research in Education (CPRE) or its institutional members. This document is based upon work supported by the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funder. This document has been internally reviewed by members of CPRE; however, it has not been externally reviewed.

Journal of Disability Policy Studies