ERIC ED457553: Model Professional Development Programs Win Recognition.

15 Pages·1999·0.38 MB·English

by  ERIC

DOCUMENT RESUME
EA 031 280
ED 457 553
Price, Kathleen C., Ed.; Quinn, Peggy, Ed.
AUTHOR
Model Professional Development Programs Win Recognition.
TITLE
Office of Educational Research and Improvement (ED),
INSTITUTION
Washington, DC.
ED/OERI-92-23
REPORT NO
ISSN-1054-9919
ISSN
1999-00-00
PUB DATE
14p.; This issue of the OERI Bulletin will be the final
NOTE
hardcopy distributed via the mail. All subsequent issues
will be available electronically through the OERI Web site.
Readers without Web access may still receive a free single
copy by contacting ED Pubs.
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel:
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Collected Works
Serials (022)
PUB TYPE
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JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
American Indian Education; Bulletins; Charter Schools;
DESCRIPTORS
*Educational Improvement; *Educational Research; Educational
Technology; Elementary Secondary Education; Government
Publications; *Professional Development; School Safety
ABSTRACT
This bulletin is designed to illustrate the broad range of
research and improvement activities supported by the Office of Educational
Research and Improvement. Contents include: "Model Professional Development
Programs Win Recognition," "Are Our Schools Safe?," "Charter Schools on the
Rise," "What to Expect Your First Year of Teaching," "Evaluating Technology
in Schools and Classrooms," "Research Agenda Planned for American Indian and
Alaska Native Education," "About ED PUBS," "Attaining Excellence: TIMSS as a
Starting Point to Examine Mathematics," and "NCES Releases 'Education
Statistics Quarterly.'" The Research Roundup section contains: "GED
Credential Improves Earning for Some," "How to Educate English Language.
Learners," "English Achievement in High School Classrooms," and "Teachers and
Technology." The publications list contains seven new releases related to
elementary and secondary education, four on postsecondary education, and nine
covering miscellaneous topics. A phone list for accessing departments and
personnel of the Office of Educational Research and Improvement is provided
on the last page.
(RT)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Office of
Educational Research
BULLETIN
and Improvement
Fall 1999
Programs Win Recognition
Model Professional Development
U.S. DEPARTMENT OF EDUCATION
Of lice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
13 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
AVMLABLE
BEST COPY
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Fall 1999 OERI Bulletin
Office of Educational Research and Improvement
U.S. Department of Education
al
Office of
BULLETIN
Educational Research
and Improvement
Fall 1999
ition
Model -3rofessional Development Programs Win Rea)
: I I
of education constituencies. Thus,
the United States 4 years or less.
Navajo Nation inter-
After deciding that student need
each model:
mediate school in an
should drive professional develop-
isolated Arizona valley.
cultivates professional growth
ment efforts, the school organized
New York City inter-
as an integral part of school
into six 75-member teams, with fac-
national high school, where over
culture;
ulty for each team setting profes-
70 percent of the students have
addresses the needs of all
sional development goals, planning
limited English proficiency. An
students;
activities, and providing constant
elementary school in an affluent
monitoring and evaluation of prac-
promotes professional develop-
Georgia community. A controlled-
ment practices that ensure tices. This strategy led to higher
choice school in inner-city Boston
graduation rates, an attendance
equity; and
with a predominantly African-
rate of 95 percent, and a dropout
American enrollment. These
improves student learning.
rate below the city average.
markedly divergent schools, among
Educators at the Ganado Inter-
the 20 winners in the U.S. Depart-
The principal of Boston's "least
mediate School, part of the Navajo
ment of Education's National
chosen" school transformed it into
Nation in Arizona, had all of these
Awards Program for Model Profes-
the city's "12th most selected."
criteria in mind when they tar-
sional Development, provide com-
(Continued on page 9)
geted professional development ef-
pelling evidence that model
forts to improve reading
programs can flourish in an array
LJ
achievement. Teachers and staff
of settings. They also illustrate
created their own instructional
IN
that high quality professional devel-
plans and research-based strate-
opment can and does bring about
gies, and evaluated their practice
NUE
improved student learningif it is
based on student achievement.
initiated, implemented, and moni-
Critical as well was the need to in-
tored with exactly that in mind.
Assistant Secretary's Column
2
corporate the cultural needs of
3
Safe Schools
Begun in 1996 to highlight and
Navajo students. Their efforts
Charter Schools
4
recognize schools and school dis-
paid off when Ganado students, in-
First Year Teaching
5
tricts with exemplary professional
cluding those in special education,
Evaluating Technology in Schools 6
development programs, the Pro-
registered increased average scores
6
American Indian Initiative
gram identifies a variety of compre-
.
. .
on state-mandated tests.
hensive preK-12 models that
About ED Pubs
7
Across the continent in New
exemplify the Department's mis-
Improving America's Schools
York City, the International High
Conferences
7
sion and principles of professional
School (IHS) achieved success in a
8
New Publications
development. The Office of Edu-
radically different setting. Estab-
9
TIMSS Assessment Module
cational Research and Improve-
.
.
lished in 1985 as part of the City's
9
ment developed these criteria
Education Statistics Quarterly
.
alternative high school system,
based on the best available re-
10-11
Research Round Up
IHS enrolls limited-English speak-
search on effective practice and af-
Phone List
12
ing adolescents who have been in
ter discussion among a wide range
3
Fall 1999 OERI Bulletin
Office of Educational Research and Improvement
U.S. Department of Education
1
range of achievement levels as well.
FROM
we can support the massive redes-
There seemed a place for everyone.
ign effort that is required if our edu-
THE
However, as this century comes to
cation system is to realize quality
MS"AlATT
a close, we are starting to realize
and equity as a single outcome.
ENS GM
that this system no longer fits our
Not only do we need deeper un-
needs. Both as a matter of equity
derstanding of how teachers teach
and as a matter of economic and so-
and children learn, we need new
This is my first opportunity to ad-
cial necessity, we need an educa-
ways of ensuring that this knowl-
dress readers of the OERI Bulletin
tion system that pays more
edge is available to teachers and
as Assistant Secretary for Educa-
attention to the highest levels of
schools. OERI's work is unfolding
tional Research and Improvement.
learning of each student and cre-
in a political and social atmosphere
I hope this issue illustrates the
ates learning opportunities over
oriented to results. Policymakers
broad range of research and im-
that person's lifetime.
and practitioners in and outside
provement activities currently sup-
This two-sided goal results from
Washington, DC, want solutions
ported by this office. Not only has
our unique place in economic and
to practical problems. There is
this been a busy year, it has also
social developments. This is the
growing frustration with research
been a year of change. We have
first time in our nation's history
that does not readily inform our un-
launched new research and devel-
that our prospects for general eco-
derstanding of a number of endur-
opment programs. We are experi-
nomic and social well-being have
ing problems of practice. This
menting with new ways of running
been so tightly linked to the skills
frustration fuels a continuing de-
our grant competitions. We are
and abilities of the population. In
bate about relevance, quality and
striving to become more effective
confronting these challenges, we
rigor, and the impact of research in
in conveying to the public what we
must embrace new and remarkable
education.
know about improving education
diversity in students, by age, gen-
These, then, are the challenges
policy and practice. Above all, we
der, language, income, race, and
that we face in the years ahead.
are focusing much more of our re-
cirCumstance. Schools at all levels
How can we develop a cumulative
sources on efforts to transform re-
understand this and are under con-
body of research, translate and
search-based ideas about teaching
siderable pressure to improve the
communicate that knowledge to
and learning into models and
quality of teaching and to demon-
teachers, and improve outcomes
strategies that educators can use to
strate their effectiveness in contrib-
for all students? As OERI moves
help their students achieve.
uting to student learning and
toward these goals, I look forward
This is a unique moment in
success.
to meeting with you, our customers
American education. For much of
The challenge for OERI is to sup-
and collaborators, engaging you in
this century, our schools and econ-
port the education community by
our mission, and enlisting you in
omy seemed to thrive in a system in
helping to develop an education re-
the pursuit of better learning for
which only a small percentage of
search agenda that identifies areas
all.
our citizenry reached their full po-
of need and builds new knowledge
tential. Colleges accepted the stu-
C. Kent McGuire
on what we already know. This cu-
dents they wanted. Employers
mulative research is the only way
could find workers across a wide
4
Fall 1999 OERI Bulletin
2
Office of Educational Research and Impmvement
U.S. Departnent of Education
12th-graders over a 20-year time
from their
or while traveling to or
ecent incidents of
that the
span (1976-1996) show
schools. During 1996, students in
school violence and fa-
percentages reporting having been
this age range were victims of
talities have shocked
harmed at school (with or without
about 225,000 such incidents at
the nation and there
mark-
a weapon) have not changed
school, while 671,000 incidents oc-
have been escalating concerns
edly over the past two decades.
curred elsewhere, and students in
about just how safe our classrooms
urban areas were more vulnerable
and school yards really are. A new
Indicators of School Crime and
to serious violent crime (both in
Safety, 1998, the first in a series of
study suggests, however, that
and out of school) than were stu-
annual reports on school crime and
schools remain relatively safe
dents in rural areas.
safety, not only provides a profile of
places for children and adolescents,
who are unlikely to be victims of se-
school crime and safety in the
The picture changes however
United States but describes the
rious violent crimes in the nation's
when simple assault (e.g., physical
characteristics of the victims of
classrooms.
attack or fight without a weapon)
these crimes. The report contains
is considered. In 1996, schools
According to findings in the re-
19 indicators organized around 6
simple as-
were the site of 909,000
cently published Indicators of School
topics: Nonfatal Student Victimiza-
saults on 12- to 18-year-olds, while
Crime and Safety, 1998, young peo-
tion Student Reports; Violence
757,000 incidents occurred away
ple spend approximately 40 per-
and Crime at School; Public
from school. Moreover, when data
cent of their waking hours at
School Principal/School Discipli-
on serious violent crimes and on
school, but are considerably more
narian Reports; Violent Deaths at
simple assaults are merged, young
apt to be murdered or to become
School; Nonfatal Teacher Victimi-
people are just slightly safer at
victims of other serious violent
zation at School Teacher Reports;
school than in other settings, with
crimes when they are away from
and School Environment.
1.1 million incidents of all nonfa-
the schoolhouse. Indeed, during
tal, violent crime occurring at
the two most recent school years
Indicators of School Crime and
school and 1.4 million incidents oc-
for which data are available (1992-
Safety, 1998 is available online at
curring elsewhere. The report also
http://nces.ed.gov and
93 and 1993-94), a total of 7,357
found that elementary schools
young people ages 5 through 19
http://www.ojp.usdoj.gov/bjsb
either
were much less likely than
Look there also for the 1999 Indi-
slaiti, but less than 1 percent
were
middle or high schools to report
this
cators Report expected later
of these fatalities occurred at
and
any type of crime in 1996-97,
fall. Early Warning, Timely Re-
schools.
that elementary schools were more
sponse: A Guide to Safe Schools, an-
This same picture of relative
likely to report vandalism than any
other joint publication of the
safety also holds true for nonfatal,
of the other crimes.
Departments of Education and Jus-
serious violent crimes such as rape,
tice, offers research-based practices
Is violence at school getting
sexual assault, robbery, and aggra-
designed to help school communi-
worse? Based on students' own re-
vated assault. The study, a collabo-
tieildentify warning signs of poten-
ports of injuries suffered inside or
rative effort by OERI's National
tially troubling behavior and
outside the school building or on a
Center for Education Statistics
develop prevention, intervention,
school bus, the number of nonfatal,
(NCES) and the Bureau of Justice
and crisis response plans. Early
serious violent crimes among 12-
Statistics, found that students ages
Warning is available from ED
to 18-year-old students remained
12 through 18 are more apt to ex-
Pubs. El
constant between 1992 and 1996.
perience serious violent crime out-
Moreover, data gathered from
side the classroom than in school
5
3
Fall 1999 OERI Bulletin
Office of Educational Research and Impmvement
U.S. Department of Education
karte
&1100115
0a51 t11112
ERI recently released
Nearly half of all charter
Charter schools serve about
The State of Charter
schciol students are students of
the same proportion of stu-
Schools: 1999, the
color. The population of all
dents with limited proficiency
third annual report
charter schools is 52 percent
in English as do other public
from the National Study of Charter
white, compared to 60 percent
schools in their states, al-
Schools. The report provides
re-
in all public schools in the 24
though there is much variation
sults from the Spring 1998
survey
states surveyed for this report.
between states.
of all charter schools in operation
While most charter school
Charter schools serve about
in the 1997-98 school year.
populations mirror their state's
the same proportion of stu-
The number of charter schools
racial composition, in Con-
dents eligible for free or re-
has grown from 270 to 1,050
over 3
necticut, Massachusetts,
duced-price lunch as other
years. As of July 1999, 36 states
Michigan, Minnesota, North
public schools in their states.
and the District of Columbia have
Carolina, and Texas, charter
Charter schools are founded
adopted legislation enabling char-
schools are serving significantly
for diverse reasons. Newly cre-
ter schools. Puerto Rico, which is
more minority or economically
ated schools often seek to real-
not covered in the Study, also
disadvantaged students.
ize an educational vision;
authorizes charter schools under its
Most charter schools had
many others seek to serve an
more general community school
about the same percentage of
at-risk student population.
law. Despite this growth, charac-
white students as their district
Resource limitations continue
teristics of schools have stayed
average. Seventy-two percent
to be a problem. In every year
much the same. Like earlier
re-
of schools were within 20
per-
of the survey, schools men-
ports, this report indicates that:
cent of the average percentage
tioned lack of start-up funds
Most charter schools are small
of white students in the sur-
most frequently. In the 1998
(the median number of stu-
rounding district.
survey, more than 55 percent
dents is 132).
Charter schools report that ap-
reported that start-up funding
Grade level distribution varies
proximately 8 percent of their
was a barrier.
considerably, with charter
students were students with
The report is available on the
schools more often choosing a
disabilities. This compares to
World Wide Web at
K-8 or a K-12 distribution
approximately 11 percent in
http://www.ed.gov/pubs/studies.
than other public schools.
the 24 states where charter
html#Charter and from ED Pubs
schools were located. Charter
About 70 percent of all charter
(see page 8 for ordering informa-
schools in some states, such
as
schools are newly created;
tion). For further information
Florida, enroll substantially
nearly 20 percent were
pre-ex-
about The State of Charter Schools:
more students with disabilities
isting public schools, and
1999, call Pat Lines at (202) 219-
than other public schools in
slightly more than 10 percent
2039. LI
the state.
were pre-existing private
schools.
eTh
410AE
0
This issue of the OERI Bulletin will be the final hardcopy
version to be distributed via the mail. All sub-
sequent issues of the Bulletin will be published electronically through
our Web site at www.ed.gov/pubs. Read-
ers without Web access may still receive a free single
copy of the Bulletin through our Education Publications
Center (ED Pubs) by calling toll free 1-877-4ED-Pubs
or by faxing requests to 301-470-1244.
Fall 1999 OERI Bulletin
4
Office of Educational Research and Improvement
U.S. Department of Education
Secretary of Education
Richard W. Riley
Assistant Secretary for Educational
they want other new teachers to
T[f you wanted to know what
Research and Improvement
know?
it's like to walk on the Moon,
C. Kent McGuire
you'd interview an astronaut.
The teachers spoke effusively of
If you wanted insights on play-
their love for children and the satis-
OERI Bulletin
ing Hamlet, you'd study the per-
faction gained from watching stu-
Editors: Kathleen C. Price and
formance of a Shakespearean
dent progress. Teachers also
Peggy Quinn
actor. And if you wanted to know
mentioned their need for more and
Design: Phil Carr
what the first year of teaching
better preparation in uses of tech-
Contributors: Judith Anderson,
school is like, you'd ask teachers
nology, classroom management,
Kathryn Chandler, Carol Chelemer,
who'd just completed their first
and in what one teacher described
Jim Clemmens, Maura Daly, Gil Gar-
year on the job.
the
as "the unwritten realities of
cia, Ellen Holland, Judith Langer,
Thelma Leenhouts, Nancy Loy,
teaching profession"factors such
What to Expect Your First Year of
Nancy Paulu, Ram Singh, Karen
violence,
as gangs, broken homes,
Teaching, a new booklet from
Suagee, Joe Teresa.
and fear.
OERI, does just that. Based largely
OERI is the primary research and
award-winning
on discussions with
The final section of the book lists
statistical agency of the U.S. Depart-
teachers who are new to their pro-
resources for beginning teachers, as
ment of Education. The office funds
fession, it provides invaluable infor-
research, demonstration and school
well as a checklist of tips and strate-
improvement programs; collects and
mation from beginning teachers,
giesfor example, plan relentlessly
analyzes statistics; reports on the con-
whose reflections may be useful not
and set high, consistently rein-
dition of education; and disseminates
only for others who are new to the
forced expectations for behavior
information about education pro-
classroom but for principals, admin-
and academic performance.
grams.
istrators, and teacher educators as
The Bulletin includes information
Single copies of What to Expect
well.
about publications, data, and impor-
Your First Year of Teaching are avail-
tant events sponsored by OERI only.
The new teachers answer some
able free, while supplies last, by call-
It is a public document and may be
key questions. What were the
ing toll free 1-877-4ED-Pubs. If
reproduced in part or in whole with-
greatest rewards? Did they get the
the
you want more than one copy,
out permission. Please credit OERI.
right preparation? What is it like
book is available from the Govern-
to feel rebuffed by veteran teach-
ment Printing Office for $7, stock
ers, to struggle with budget cut-
#065-000-01185-9. The publica-
backs, or to see children in distress?
tion also is available at
MG 1999-6550
How did the new teachers sur-
http://www.ed.gov/pubs/
ED/OERI 92-23
ISSN 1054-9919
mount challenges, and what would
FirstYear/chl.html.
OERI Online Access
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Internet users can access and download OERI and U.S. Department
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Fall 1999 OERI Bulletin
5
Office of Educational Research and Improvement
U.S. Department of Education
Nthlunks mthalo
sthoo mag CB=
001KS
hether or not tech-
jor technology grant program, An
The Guide is available free
nology will be used
Educator's Guide to Evaluating the
from ED Pubs, while supplies
in America's class-
Use of Technology in Schools and
last, by calling toll free 1-877-4ED-
rooms is no longer
Classrooms provides educators with
Pubs and appears online
an issue for debate. As computers
the types of assistance that states
at http://www.ed.gov/
increasingly replace chalkboards
as
say they need.
offices/OERI/ORAD/
a favored teaching tool, the result
kadeval.html. For further informa-
The Guide walks educators
is a rapidly mounting investment
tion, contact Nancy Loy, Office
through the evaluation process. It
that merits a serious evaluation of
of Reform Assistance and
uses a hands-on approach and ad-
how technology actually affects
Dissemination, by e-mail at
dresses key questions, such as:
teaching and learning.
[email protected] or by regular
"Where do I start? What informa-
mail at U.S. Department of Educa-
To assist in this effort, OERI is
tion do I need to collect? How?
tion, 555 New Jersey Avenue NW,
now offering a guide to aid educa-
Where do I go from here?" Work-
Room 508J, Washington, DC
tors in appraising their own tech-
sheets, sample questionnaires, and
20208.
nology efforts. Developed as part
other tools to help educators tailor
of the evaluation of the Technol-
evaluations to their individual
ogy Literacy Challenge Fund, a ma-
needs also are included.
he Office of Educational
Among the Order's major goals
guage retention; and dropout
Research and Improve-
are maximizing interagency collabo-
prevention.
ment's (OERI) National
ration and ensuring the use of effec-
For additional information, call
Institute on the Educa-
tive strategies in responding to
Karen Suagee, National Institute
tion of At-Risk Students will play a
priority needs for services, informa-
on the Education of At-Risk Stu-
key role in implementing a recent
tion, and technical assistance. It
dents, at [phone] or e-mail
Presidential Executive Order (EO
also calls specifically for OERI par-
at Karen [email protected].
13096) aimed at improving the aca-
ticipation in the development of a
demic performance and reducing
comprehensive federal research
OERI
the dropout rates of American In-
agenda. As the primary entity
Exhibit Schedule
dian and Alaska Native students.
within OERI charged with support-
Issued last August, the Executive
ing research and development ac-
October 10-13
Order culminates a 4-year effort by
tivities to improve Indian
National Black Child
the administration, American In-
education, the Institute plans a sub-
Development Institute
dian and Alaska Native leaders,
Houston, TX
stantial contribution toward the
educators, and Indian organiza-
November 5-8
agenda's formation. Currently, the
National Middle Schools
tions to improve opportunities for
Institute's portfolio includes six on-
Association
approximately 600,000
going and two completed Indian
Orlando, FL
K-12 students who attend both
projects. Topic areas include:
November 10-13
public and Bureau of Indian Affairs
teacher professional development;
National Association for the
schools.
parent/community involvement;
Education of Young Children
school/district reform; culture/lan-
New Orleans, LA
Fall 1999 OERI Bulletin
6
Office of Educational Research and Improvement
U.S. Department of Education
for anyone interested in education,
ublications, brochures,
Toll free telephone number:
including parents, teachers, stu-
videos, CD-ROMs, post-
1-877-4ED-Pubs
dents, administrators, policymak-
ers, and bookmarks.
(1-877-433-7827)
and
ers, researchers, librarians,
These are among the
TrYfTDD:
many others.
be ob-
many items that can now
1-877-576-7734
tained with just a single phone call
Accessible via phone, fax, mail,
the U.S. De-
or E-mail to ED Pubs,
and the Internet, ED Pubs cus-
partment of Education's (ED) new
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Internet:
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Launched by OERI's National
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service representatives also are
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ceptional customer service, includ-
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ing quick turnaround times. Other
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ordering via the Internet, a
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P.O. Box 1398
searchable database that includes
quest selected short materials by
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fax. 0
call center. ED Pubs has products
Conferences on
U.S. Department of Education's 1999 Regional
Improving America's Schools
Who Should Attend?
Eastern Region
Principals
Tampa, FL
Program Managers
October 6-8
Teachers
Grant Administrators
Western Region
Superintendents
Salt Lake City, UT
Community-based education
November 8-10
organizations
State education officials
Central Region
National education organizations
Chicago, IL
Local education officials
December 15-17
Grantees of programs administered
by various offices of the U.S.
Department of Education
http://www.ncbe.gwu.edu/iasconferences.
For more information, call 1-800-203-5494 or visit the Web site at
9
Fall 1999 OERI Bulletin
7
Office of Educational Research and Improvement
U.S. Department of Education
,E27:Dm
Following is a selected list of
new publi-
demographic characteristics, access and en-
in student borrowing, and community serv-
cations from OERI. See below for ordering
rollment in higher education, financial aid,
ice participation of students in grades 6-12.
informa tion.
and tribally controlled colleges. $33 from
$25 from GPO; #065-000-01196-4.
GPO; #065-000-01202-2.
Early Warning, Timely Response: A Guide
Elementary/Secondary
Answers in the Tool Box: Academic Inten-
to Safe Schools
sity, Attendance Patterns, and I3achelor's
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The Condition of Education 1998
American Indians and Alaska Natives in
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consists of 60 statistical indicators on pre-
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Postsecondary Education
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school, elementary, secondary, and postsec-
is a sourcebook containing data on American
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8
Fall 1999 OERI Bulletin
Office of Educational Research and Improvement
U.S. Department of Education