Leadership

Investigating the Impact of the Cisco 21st Century Schools Initiative on Forrest County School District

Wed, 10/14/2009

Author(s): 

Harouna Ba, Terri Meade, Elizabeth Pierson, Camille Ferguson, Amanda Roy, Hakim Williams

The Cisco 21st Century Schools Initiative (Cisco 21S Initiative) represents an intensive, four-year, $80 million investment in technology, training programs, and Cisco employee resources in Mississippi and Louisiana. This report details qualitative observations of change that occurred in the six schools of the Forrest County School District (FCSD)—three K–6 elementary schools, two K–8 elementary–middle schools, and one high school—over the span of the 21S initiative.

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63 pp.

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Investigating the Impact of the Cisco 21st Century Schools Initiative on Forrest County Agricultural High School

Sat, 10/10/2009

Author(s): 

Harouna Ba, Terri Meade, Elizabeth Pierson, Camille Ferguson, Amanda Roy, Hakim Williams

The Cisco 21st Century Schools Initiative (Cisco 21S Initiative) represents an intensive, four-year, $80 million investment in technology, training programs, and Cisco employee resources in Mississippi and Louisiana. This report details qualitative observations of change that occurred in Forrest County Agricultural High School over the span of the 21S initiative.

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53 pp.

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Investigating the Impact of the Cisco 21S Initiative on the Jefferson Parish Public School System: Summative Report

Tue, 10/13/2009

Author(s): 

Harouna Ba, Terri Meade, Elizabeth Pierson, Camille Ferguson

The Cisco 21st Century Schools Initiative (Cisco 21S Initiative) represents an intensive, four-year, $80 million investment in technology, training programs, and Cisco employee resources in Mississippi and Louisiana. This report shares findings from the summative evaluation of the Cisco 21S partnership with a large district of 88 schools located in the heart of the Greater New Orleans metropolitan area.

Jefferson Parish logo

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Karen Shakman

Email Karen Shakman

Descriptors (Bodies of Work): 

Photo: 

Karen Shakman

First name: 

Karen

Last name: 

Shakman

Bio: 

Karen Shakman, an experienced researcher and evaluator, specializes in advancing the field's knowledge of educator effectiveness systems and illuminating barriers and facilitators to sustaining K-12 education reforms. She brings significant expertise in collaborative research and works to deepen practitioners' understanding of program evaluation, research design, and data analysis.

As the lead researcher for the REL Northeast & Islands Northeast Educator Effectiveness Research Alliance (NEERA), Shakman has studied New Hampshire’s pilot educator evaluation system and served as the Principal Investigator of a study that examined links between educator evaluation and professional learning in a large district. For the REL Northeast & Islands, she has developed and published a series of workshops designed for district- and state-based practitioners about logic models for effective program design, implementation, and evaluation (access the toolkit to learn more) and another workshop on continuous improvement processes in education. Shakman has also provided coaching to a group of districts engaged in continuous improvement projects and facilitated regional support for states’ implementation of their equitable access plans.

Shakman has served as an evaluator for several projects, including the Nellie Mae Education Foundation’s District Level Systems Change initiative and several formative evaluations of the Rhode Island Federation of Teachers and Health Professionals’ educator evaluation system. She served as project director for the Illinois State Board for Education’s Local Assessment Support project, an initiative designed to support educators to develop high-quality, classroom-based assessments that they may use as part of their performance evaluation.

She has published her work in American Journal of Education and Teacher Education in Practice and presents her research at national conferences. She is the co-author of several comprehensive reports on teacher evaluation and related issues, including 1) Teacher Evaluation and Professional Learning: Lessons from Early Implementation in a Large, Urban District; 2) Redesigning Teacher Evaluation: Lessons from a Pilot Implementation; 3) Teacher Demographics and Evaluation: A Descriptive Study in a Large Urban District; 4) Principals’ Time, Tasks, and Professional Development: An Analysis of Schools and Staffing Survey Data; 5) Logic Models for Program Design, Implementation, and Evaluation: Workshop Toolkit; 6) Changing Cultures and Building Capacity: An Examination of Performance-Based Teacher Evaluation Systems in Five States; and 7) Navigating Change: Massachusetts High School Reform in Challenging Times. She is a co-author of the chapter “Teacher Education for Social Justice” in The Handbook of Social Justice in Education.

Shakman was a Massachusetts Education Policy Fellow in 2013-14, and before joining EDC, she served as a Research and Policy Analyst at Teachers21, specifically working with the Massachusetts Statewide Working Group for Educator Excellence. Earlier in her career, she worked with Marilyn Cochran-Smith at the Boston College Lynch School of Education as a Research Fellow on the Carnegie Foundation’s Teachers for a New Era grant program and taught elementary, middle, and high school.

Shakman received her BA from Northwestern University, her MEd from the University of Massachusetts-Amherst 180 Days program, and her PhD in Curriculum and Instruction from the Lynch School of Education at Boston College.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453

Telephone: 

617-618-2729

Changing Cultures and Building Capacity: An Exploration of District Strategies for Implementation of Teacher Evaluation Systems

Tue, 05/08/2012

Author(s): 

Karen Shakman, Nicole Breslow, Julie Kochanek, Julie Riordan, Tom Haferd

In recent years, researchers, policymakers, and practitioners have coalesced around educator evaluation as a critical lever for reforming teaching and learning. National and local policy changes have proliferated, and districts across the country are in the midst of reforming their systems for evaluating teachers.

District Strategies for Implementation of Teacher Evaluation Systems

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Length: 

26 pp.

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The Effective Principal: Instructional Leadership for High-Quality Learning

Fri, 08/01/2008

Author(s): 

Barbara Scott Nelson, Annnette Sassi

This volume examines how effective instructional leadership by principals and other school administrators is affected by their own knowledge and beliefs about learning, teaching, and subject matter. Using mathematics as a subject focus, the authors examine several specific aspects of instructional leadership, such as teacher supervision and classroom observation, curriculum selection, and student assessment. Nelson and Sassi provide detailed portraits of administrators at work, illuminating key decision-making situations and the actions they choose to take.

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Lenses on Learning

Wed, 01/01/2003

Author(s): 

Catherine Miles Grant, Barbara Scott Nelson, Ellen Davidson, Annette Sassi, Amy Shulman Weinberg, Jessica Bleiman

Our professional development materials, seminars, research, and outreach activities are designed to enhance the capacity of principals and other school and district leaders to support mathematics learning and teaching at their sites. Our research shows that administrators' understanding of how they can best support the mathematics program at their site are significantly influenced by their own ideas about teaching, learning, and the nature of mathematics.

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An Examination of Performance-Based Teacher Evaluation Systems in Five States

Wed, 02/29/2012

Author(s): 

Karen Shakman, Julie Riordan, María Teresa Sánchez, Kyle DeMeo Cook, Richard Fournier, Jessica Brett

A combination of research and federal and state interest in measuring teacher effectiveness has galvanized support for reform of teacher evaluation systems. In this study, EDC researchers found considerable variation in the performance-based teacher evaluation systems in the five states that had implemented statewide systems as of 2010/11. At the same time, all five systems include observations, self-assessments, and multiple rating categories.

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A State for Excellence: New Jersey Boosts Learning Power with Online Video Resources

Mon, 10/31/2011

Author(s): 

Victoria Duff, Wendy Sauer, Sonia Caus Gleason

New Jersey is using Success at the Core to enhance professional development for teachers. The authors describe the state's experiences with the online professional learning tool kit and its strategies to improve instruction and strengthen leadership teams.

JSD Cover

Length: 

4 pp.

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Descriptors (Bodies of Work): 

Leadership

Descriptors (Bodies of Work): 

Strong and strategic leadership is key to improving schools. Tailoring our support to fit leaders’ contexts, EDC builds capacity to meet the changing challenges of Preschool to Grade 12 education. With schools and districts, state departments of education, and institutes of higher education, we strengthen key systems and facilitate collaboration to meet shared goals to enhance student achievement and well-being.

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