Leadership, Commitment, Judgment: Elements of Successful Charter School Authorizing. Findings from the Quality Practice Project

Institution	National Association of Charter School Authorizers
Titel	Leadership, Commitment, Judgment: Elements of Successful Charter School Authorizing. Findings from the Quality Practice Project
Quelle	(2018), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Educational Quality; School Effectiveness; Academic Achievement; Performance; Accountability; Portfolio Assessment; Institutional Characteristics; Leadership Responsibility; Progress Monitoring; Intervention; School Closing; Educational Objectives; Goal Orientation; Data Collection; Educational Improvement; Best Practices; Institutional Mission; Educational Environment; Institutional Cooperation; Participative Decision Making; School Personnel; Role; Teamwork; Teacher Selection; Elementary Secondary Education; Public Schools; District of Columbia; Massachusetts; Tennessee (Nashville); New York + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Quality of education; Bildungsqualität; Schuleffizienz; Schulleistung; Achievement; Leistung; Verantwortung; Portfoliobeurteilung; School closings; Schule; Schließung; Schließung (von Schulen); Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Data capture; Datensammlung; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Institute; Co-operation; Cooperation; Institut; Kooperation; Schulpersonal; Rollen; Public school; Öffentliche Schule; Master-Studiengang
Abstract	The "Quality Practice Project" (QPP) is the National Association of Charter School Authorizers' (NACSA's) multi-year research initiative to identify what high-performing authorizers do to achieve stellar student and public interest outcomes. Participants and researchers collaboratively investigated the perspectives and practices of high-performing authorizers compared with a sample of authorizers achieving moderate, but not weak outcomes. This first-of-its kind research and NACSA's report based on its findings are an important step toward developing a more evidence-informed connection between practices and outcomes. At the heart of this research is the close-up study of a small group of authorizers chosen for the strong outcomes of their portfolios of schools. By spending significant time on the ground with these five authorizers--studying, observing, questioning, learning, and cataloging--NACSA has significantly expanded knowledge about what great authorizing looks like. The process involved document reviews, artifact reviews, multi-day on-site visits, interviews with authorizing institution members, and interviews with other key stakeholders in the authorizer's context (e.g., charter associations, school leaders). The result is tangible examples of the authorizer practices associated with high-quality charter school portfolios. This report presents snapshots of each of the five case studies--The State University of New York's Charter School Institute (SUNY); Metropolitan Nashville Public Schools; Massachusetts Department of Elementary and Secondary Education; Washington, D.C.'s Public Charter School Board; and Thomas B. Fordham Foundation--which are available in full on the website (http://www.qualitycharters.org/research/quality-practice-project/). Each sketch highlights examples of three essential elements in action in that particular authorizer's office: leadership, commitment, and judgment. (ERIC).
Anmerkungen	National Association of Charter School Authorizers. 105 West Adams Street Suite 3500, Chicago, IL 60603. Tel: 312-376-2300; Fax: 312-376-2400; Web site: http://www.qualitycharters.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01