Also Try
- Collaboratives
Papers
- Alignment of Standards and Evaluation (ERIC Clearinghouse on Assessment and Evaluation - La Marca)
"To make defensible accountability decisions based in part on student and school-level academic achievement, states must employ assessments that are aligned to their academic standards." 8-02
- Collaboratives - Aligning Systems (Kellogg Foundation - Gardner)
Describes the elements and issues related to aligning systems, especially as they apply to collaborative efforts of agencies trying to improve education and other services for young children. 8-02
- K-16 Systems Alignment (National Commission on the High School Senior Year - Haslam and Rubenstein)
"Donald Langenberg, the Chancellor of the University System of Maryland, observed (1997), 'Simply put, pervasive K-12 reform requires--and cannot succeed without--higher education reform. That is, we must have K-16 reform.' " 8-02
- Steps for Aligning Systems (International Business Ethics Insitute)
Although the steps were designed for businesses to align their systems around ethics, the steps may also be helpful for schools aligning services around students. Recommends three steps:
Step One is called Global Sensing. This step is designed to identify and clarify key issues and risks.
Step Two is called Systems Alignment. It includes "Aligning management systems with corporate values, Developing an effective code of conduct, and Implementing support systems."
Step Three is called Education. It includes "Developing effective training materials and Implementing educational programs to ensure long-term benefits."
"Successful education can only occur after the organization has analyzed, defined, and then integrated its values and standards into major management systems." 8-02
Research
- Leading School Improvement - A Review of Literature (Southern Regional Education Board - Hoachlander, Alt, and Beltranena)
This study asks what leaders need to know and do to improve student achievement. The authors of the study conclude that leadership skills can be learned and should be taught. Further, the authors conclude that leadership skills are acquired by experience, not through classroom instruction. The challenge is "designing strategies that harness how experience teaches." (pg. 3). However, "schools do not have internal plans for leadership development, they do not have systems for creating these plans, and they are not accountable for developing leaders from within." (pg. 9). 7-02
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