TEACHER SELF-REGULATORY CLIMATE: CONCEPTUALIZING AN INDICATOR OF LEADER SUPPORT FOR TEACHER LEARNING AND DEVELOPMENT
Authors: Timothy Ford and Jordan Ware
Few studies that examine organizational conditions conducive to teacher learning utilize social-psychological theory to explain how leader actions specifically support teachers’ psychological needs as learners. We apply self-determination theory to the conceptualization of a new construct, Teacher Self-Regulatory Climate (TSRC), defined as a set of school-wide organizational and normative conditions capable of addressing teachers’ psychological needs for learning and development. In this article, we assess the validity and reliability of TSRC through confirmatory factor analysis in a large urban school district with over 2,000 teachers. Our findings support its concurrent validity with respect to transformational leadership and collective teacher efficacy.
THE FOCUS PROGRAM IN UNION PUBLIC SCHOOLS: A THREE YEAR STUDY
Authors: Curt Adams and Gaetane Jean-Marie
The FOCUS program in Union Public Schools is an organic reform that grew out of the shared knowledge and understanding of district leaders, as well as a collective determination to meet the needs of students identified as being “at-risk” for not graduating from high school. FOCUS uses a relational-centered school design as the mechanism to meet the holistic needs of students.
AN EXAMINATION OF THE OKLAHOMA STATE DEPARTMENT OF EDUCATION’S A-F REPORT CARD 2013
By: The Oklahoma Center for Education Policy (University of Oklahoma) and The Center for Educational Research and Evaluation (Oklahoma State University)
The current A-F Report Card design produces several practical challenges for districts and schools. Criteria of effective assessment for accountability identified in the proposed Standards for Educational Accountability Systems (Baker, Linn, Herman, & Koretz, 2002) and the Standards for Educational and Psychological Testing (AERA et al., 1999) expose specific elements of the accountability system that prevent or inhibit its use in capacity building and school improvement.
A PROCESS EVALUATION OF ARTS INFUSION AT REMINGTON ELEMENTARY SCHOOL 2013
Authors: Ryan C. Miskell, Ellen A. Dollarhide, Gaetane Jean-Marie, Curt M. Adams
Commissioned by Tulsa Area Community Schools Initiative TACSI).
There is an undisputed need to assess public schools to determine their effectiveness. Oklahoma responded to this need by legislating an assessment system intended to be comprehensive, while at the same time, understandable and transparent, using A-F grades as the reporting outcome.