Educator Effectiveness – Page 2 – West Wind Education Policy

Transforming Teaching and Leading: A Vision for a High Quality Educator Development System

Posted on March 24, 2010October 10, 2019 by West Wind

Reading Time: < 1 minute

[box class=”grey_box”]By Deanna Hill, Judy Jeffrey, Peter McWalters, Kathleen Paliokas, Alice Seagren, and Circe Stumbo. This white paper outlines the agenda of the Council of Chief State School Officers (CCSSO) to identify critical design elements of a high quality educator development system and to provide states with a tool to identify work to be done in each element. It articulates a vision for teaching and leading as part of a broader vision for transforming the public education system toward excellence and equity.[/box]

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Library image (cc) Allegra

Building Capacity for Dual Credit in Southwest Ohio: The Promise of Regional Practices

Posted on April 1, 2009October 10, 2019 by West Wind

Reading Time: 3 minutes

[box class=”grey_box”]Deanna Hill conducted interviews with participants in dual credit symposia and wrote up this report describing her findings. The symposia brought together university faculty with high school teachers who teach mathematics courses that students receive university credit for completing.[/box]

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In 2008, West Wind Education Policy Inc. (West Wind) received a grant from the Martha Holden Jennings Foundation (Jennings Foundation) to develop and manage the Teacher Development Collaboratives (the Collaboratives)—a project designed to support the recruitment, retention and development of teachers in Ohio. The project created four Collaboratives1 across the state, one of which was the Southwest Teacher Development Collaborative hosted by the Hamilton County ESC.

Since the inception of dual credit in Ohio in 2007, the Hamilton County ESC has been a leader in bringing education leaders in K–12 and in Institutions of Higher Education (IHEs or higher education) together to provide opportunities for high school students to earn college credit in mathematics, science, and foreign language courses in high school. Hamilton County ESC Assistant Superintendent Kathy Thornton, in collaboration with partners from K–12 and higher education, was instrumental in obtaining and managing three consecutive state dual credit grants to Region 132 to support these collaborative efforts.

In its first year, the Southwest Collaborative focused on building capacity and creating a sustainable model for dual credit coursework in the region. Prior to the award of the second year of funding, the Hamilton County ESC leveraged resources it garnered through its 2009 dual credit grant to implement some of the ideas that were generated by the Southwest Collaborative. One such idea was to host symposia focused on content alignment that would further position schools and universities to prepare and partner on dual credit programming.

In February 2009, the Hamilton County ESC collaborated with the University of Cincinnati’s Clermont and Raymond Walters branch campuses to develop and deliver a symposium on dual credit for pre-calculus courses. The symposium was facilitated by the ESC, with presentations from Clermont and Raymond Walters faculty and a “voluntary adjunct” (a high school teacher approved as an adjunct, as is required to teach dual credit courses). Participants included K–12 administrators and teachers (some of whom had dual credit in their schools and/or were already approved as voluntary adjuncts) as well as higher education administrators. The focus of the first symposium was on helping participants understand the concept of dual credit, networking across the system, and beginning to investigate alignment of the high school and college pre-calculus curriculum.

In April 2009, with support from the Jennings Foundation and West Wind, the group developed and delivered a second symposium. The second symposium was again facilitated by the ESC, with presentations from the higher education faculty and voluntary adjunct. In part because the second symposium was promoted as an opportunity for participants to earn university credit, there were fewer participants overall and a few new K–12 participants who had not attended the first symposium. The focus of the second symposium was on networking and rigor, with K–12 teachers and higher education faculty examining textbooks and scoring exams together.

The overarching objectives for both symposia were to:

[Help participants] understand the concept of dual credit;
Increase the awareness of dual-credit and networking opportunities throughout the region;
Deepen the alignment between pre-calculus courses in regional high schools and institutions of higher education;
Increase rigor, access, and success for students in college-level courses in high school.

Following the symposia, higher education administrators and faculty met with interested K–12 administrators and teachers to provide additional information about dual credit and to assist teachers in applying for voluntary adjunct status.

To continute reading, download the full report.

Report of the Focus Groups to Discuss Bold and Innovative Ideas

Posted on November 1, 2006June 2, 2021 by West Wind

Reading Time: 2 minutes

In 2005, the Iowa General Assembly created the Institute for Tomorrow’s Workforce (ITW). The ITW is charged with focusing elementary, secondary, and postsecondary education on what children need to know to be successful in Iowa’s global workforce. More specifically, the General Assembly asked the ITW to provide a “long term forum for bold, innovative recommendations to improve Iowa’s education system to meet the workforce needs of Iowa’s new economy.”

In 2006, the Iowa General Assembly passed legislation termed “Pay for Performance.” The legislation called for a pilot study of 10 school districts with pay-for-performance programs where teachers’ pay is based on student achievement, among other factors. An executive order by the governor contracted that work to the ITW. The legislation also directed the ITW to create an education efficiency and improvement plan for Iowa.

In order to inform the pilot study and improvement plan, the ITW contracted with Learning Point Associates (LPA) to conduct background studies. Under the contract, LPA will convene advisory work groups, conduct focus groups and a phone survey, meet with interest groups about their preliminary findings, and publish a final report by January 2007. LPA contracted with West Wind Education Policy, Inc. (West Wind) to conduct the focus groups. West Wind is a small company based in Iowa City, Iowa, providing policy analysis, professional development, and leadership training to district, state, and national leaders and advocates for public education.

Seven focus groups were conducted around the state, with 100 total participants. In September and October 2006, focus groups met in Muscatine, Oelwein, Fort Dodge, Sioux City, Council Bluffs, Centerville, and Des Moines. The focus groups were held in neutral locations in small towns and urban areas in order to gather a wide range of perspectives. Participants represented an array of interests, including educators, administrators, higher education, students, parents, community members and activists, business owners and managers, and senior citizens.

Questions were posed to each focus group to elicit the participants’ ideas, concerns, and priorities. Analysts at West Wind analyzed the results and prepared the following report for LPA and the ITW. An accompanying Technical Report is available with additional detail from each focus group session.

Library image (cc) Brooks Elliott