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Direct linkMcKenzie, William – Education Next, 2014
This article presents an interview with Terry Grier, superintendent of the Houston Independent School District (HISD), Texas's largest district. Before taking this post, he had been a principal or superintendent for most of three decades and remains a reformer five years into his leadership. Grier has maintained his passion for improving schools…
Descriptors: Educational Change, Interviews, Profiles, Superintendents
Peer reviewedHuling-Austin, Leslie; Cuellar, Evangelina – Teacher Education and Practice, 1991
Explores ethnic diversity in the teaching force, questioning whether it is desirable. Information is presented from a 1990 conference, "Staffing Texas Schools with an Ethnically Diverse Teaching Force," which focused on recruitment and retention of minority teachers and developed recommendations to enhance cultural diversity in the…
Descriptors: Cultural Differences, Cultural Pluralism, Elementary Secondary Education, Ethnic Groups
Peer reviewedMcDavid, Teddy A. – Teacher Education and Practice, 1991
Describes the Houston Independent School District's support program involving pairs of beginning and mentor teachers and several professional development specialists who support and train the mentors and help the novice teachers on a personal basis. The specialists are an important factor in retention and development of first year teachers,…
Descriptors: Beginning Teachers, Collegiality, Elementary Secondary Education, Excellence in Education
Peer reviewedLaurel, Elva G.; And Others – Teacher Education and Practice, 1991
Describes Texas'"Enhancing the Quality and Retention of Minority Teachers and Teachers in Critical Shortage Areas Project" which uses peer coaching in teacher training, incorporating accountability, assistance, and professional development systems. Peer coaching helps support first year teachers by promoting their professional and…
Descriptors: Accountability, Beginning Teachers, Collegiality, Elementary Secondary Education
Download full textEwen, Danielle; Matthews, Hannah – Center for Law and Social Policy, Inc. (CLASP), 2007
This paper explores the range of ways in which school districts are using Title I funds for early education through kindergarten and examines how the implementation of No Child Left Behind (NCLB) has impacted those investments. It also makes recommendations for local education agencies (LEAs) interested in creating Title I-funded early education…
Descriptors: Early Childhood Education, Federal Legislation, Second Language Learning, Young Children
