Study Identifies How Urban District Central Offices Transformed Their Work to Improve Teaching and Learning
Central offices of urban school districts have been able to shift their focus from administration and compliance to improvement of teaching and learning district-wide by making five key changes, according to a new report by University of Washington researchers.
The report fills an important gap in knowledge about strengthening teaching and learning throughout school systems. Decades of experience and research have shown that districts generally fail to realize district-wide improvement in teaching and learning without powerful leadership from the central office, but until now the field has had few positive examples of such leadership to draw on.
The study, Central Office Transformation for District-Wide Teaching and Learning Improvement, uncovers the daily practices of administrators in three districts with transformation efforts under way: Atlanta Public Schools;
The report fills an important gap in knowledge about strengthening teaching and learning throughout school systems. Decades of experience and research have shown that districts generally fail to realize district-wide improvement in teaching and learning without powerful leadership from the central office, but until now the field has had few positive examples of such leadership to draw on.
The study, Central Office Transformation for District-Wide Teaching and Learning Improvement, uncovers the daily practices of administrators in three districts with transformation efforts under way: Atlanta Public Schools;
New survey finds parents need help encouraging their kids in science
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A new survey announced today finds the vast majority (94%) of science teachers wish their students' parents had more opportunities to engage in science with their children. However, more than half (53%) of parents of school-aged children admit that they could use more help to support their child's interest in science. The survey was conducted by the National Science Teachers Association (NSTA) and Boehringer Ingelheim Pharmaceuticals, Inc., among a sample of 500 science teachers and 506 parents, including 406 parents of
A new survey announced today finds the vast majority (94%) of science teachers wish their students' parents had more opportunities to engage in science with their children. However, more than half (53%) of parents of school-aged children admit that they could use more help to support their child's interest in science. The survey was conducted by the National Science Teachers Association (NSTA) and Boehringer Ingelheim Pharmaceuticals, Inc., among a sample of 500 science teachers and 506 parents, including 406 parents of
