Literaturnachweis - Detailanzeige
| Autor/inn/en | Furgeson, Joshua; Knechtel, Virginia; Sullivan, Margaret; Tuttle, Christina Clark; Akers, Lauren; Anderson, Mary Anne; Barna, Michael; Nichols-Barrer, Ira |
|---|---|
| Institution | Mathematica Policy Research, Inc.; KIPP Foundation |
| Titel | KIPP Leadership Practices through 2010-2011. Technical Report |
| Quelle | (2014), (107 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Public Schools; Charter Schools; Elementary Secondary Education; Principals; Leadership Qualities; Administrator Qualifications; Leadership Responsibility; Administrator Role; Personnel Selection; Administrator Characteristics; Leadership Training; Planning; Professional Development; Geographic Regions; Models; Competence; Questionnaires; Structured Interviews |
| Abstract | The Knowledge Is Power Program (KIPP) is the largest public charter school network in the United States, with 141 elementary, middle, and high schools in the 2013-2014 school year. The network has grown rapidly from KIPP's first fifth grade classes in 1994 and plans to add 23 more schools in fall 2014. KIPP schools and regions are often cited as exemplars of successful charter schools and effective practices (Lake et al. 2012; Mathews 2009). Key elements of KIPP's model--the Five Pillars that helped lay the foundation for the "No Excuses" model--have strongly influenced the charter school community and even traditional public schools (Mathews 2009; Thernstrom and Thernstrom 2004; see Houston Independent School District's Apollo 20 program). In 2010, the KIPP Foundation won a competitive $50 million scale-up grant from the U.S. Department of Education's Investing in Innovation (i3) competition to further invest in the development of effective principals. Leadership practices are a key component of the KIPP model, and as the largest and one of the most influential charter school networks, KIPP leadership practices matter for American public education. This report seeks to describe KIPP leadership practices in place prior to receipt of the i3 grant. In this report, each chapter focuses on one research question: (1) How do KIPP regions and schools structure leadership roles? (Chapter II); (2) How do KIPP regions and schools select principals and build a leadership pipeline? (Chapter III); (3) How are KIPP leaders developed and evaluated? (Chapter IV); and (4) What is the transition process between leaders at KIPP schools? (Chapter V). This report focuses on leadership practices in spring 2011 to provide a baseline, or starting point, for examining how KIPP leadership practices change as i3 funding is distributed. It also aims to identify key leadership challenges and promising leadership practices, as part of an i3 grant commitment and consistent with KIPP's desire to share what it learns with other schools and educators. (ERIC). |
| Anmerkungen | Mathematica Policy Research. P.O. Box 2393, Princeton, NJ 08543. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: info@mathematica-mpr.com; Web site: http://www.mathematica-mpr.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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