Leveraging Research to Improve Massachusetts's Schools

Autor/inn/en	Champagne, Erica; Therriault, Susan Bowles
Titel	Leveraging Research to Improve Massachusetts's Schools
Quelle	In: State Education Standard, 18 (2018) 2, S.24-27 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Elementary Secondary Education; Educational Quality; Educational Improvement; School Turnaround; Best Practices; Planning; Models; Alignment (Education); Evidence Based Practice; Scoring Rubrics; Federal Aid; Change Strategies; Progress Monitoring; Educational Indicators; Program Implementation; Educational Research; Leadership Responsibility; Cooperative Planning; Teaching Methods; Educational Environment; Massachusetts + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Ablaufplanung; Planungsprozess; Analogiemodell; Scoring formulas; Auswertungsbogen; Lösungsstrategie; Educational indicato; Bildungsindikator; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Master-Studiengang
Abstract	The Massachusetts Department of Elementary and Secondary Education (ESE) and the Massachusetts Board of Elementary and Secondary Education are deeply committed to ensuring that every student in the state has access to a high-quality education, and they have combined this commitment with an openness to innovation. After just one year of School Improvement Grant (SIG) implementation in the state's turnaround schools, Education Commissioner Mitchell Chester in 2011 asked his team to document what was working in the state's lowest performing schools that had engaged in redesign efforts. In 2014, they distilled their findings into a set of turnaround best practices. Supported by this research, ESE began to align its assistance efforts with these turnaround practices. The department took four key steps: (1) It revised the required turnaround planning template to allow schools and districts to choose evidence-based strategies that fit their contexts, so long as they were aligned with the framework of practices; (2) It aligned its application and scoring rubric for competitive federal SIG funding with the revised turnaround plan and the research results from successful schools and in so doing raised the bar for all SIG-funded schools, which could no longer focus on only one or two strategies of varying quality; (3) It changed its process for monitoring progress, adding a turnaround practices and indicators rubric to assess implementation of each of the best practices at its turnaround schools; and (4) It focused its direct assistance toward supporting better implementation of the turnaround practices in the field, aligned with the needs identified through the monitoring process. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01