Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 54 |
Descriptor
Formative Evaluation | 57 |
Principals | 57 |
Professional Development | 56 |
Educational Improvement | 43 |
Elementary Secondary Education | 41 |
Accountability | 40 |
Administrator Effectiveness | 39 |
Educational Change | 39 |
Models | 39 |
Program Implementation | 39 |
Academic Achievement | 38 |
More ▼ |
Source
Author
Alkaabi, Ahmed M. | 1 |
Almaamari, Suhair Ali | 1 |
Benjamin K. Master | 1 |
Beswick, Kim | 1 |
Boston, Melissa | 1 |
Brown-Sims, Melissa | 1 |
Burkett, Hugh | 1 |
Corcoran, Thomas B. | 1 |
Crosson, Amy C. | 1 |
Dodge, Arnold | 1 |
Drury, Debra A. | 1 |
More ▼ |
Publication Type
Education Level
Elementary Secondary Education | 44 |
Higher Education | 13 |
Secondary Education | 5 |
Elementary Education | 4 |
High Schools | 2 |
Junior High Schools | 2 |
Middle Schools | 2 |
Grade 7 | 1 |
Grade 8 | 1 |
Grade 9 | 1 |
Postsecondary Education | 1 |
More ▼ |
Audience
Administrators | 3 |
Policymakers | 1 |
Practitioners | 1 |
Teachers | 1 |
Location
Florida | 4 |
New York | 4 |
North Carolina | 4 |
Ohio | 4 |
Delaware | 3 |
District of Columbia | 3 |
Georgia | 3 |
Hawaii | 3 |
Maryland | 3 |
Massachusetts | 3 |
Pennsylvania | 3 |
More ▼ |
Laws, Policies, & Programs
American Recovery and… | 36 |
Race to the Top | 36 |
Elementary and Secondary… | 25 |
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
National Assessment of… | 24 |
What Works Clearinghouse Rating
Does not meet standards | 1 |
Alkaabi, Ahmed M.; Almaamari, Suhair Ali – International Journal of Evaluation and Research in Education, 2020
The purpose of this qualitative study is to understand how school principals perceive their supervisors' feedback in the formative principal evaluation process. It spotlights the benefits of supervisors giving effective feedback to school principals as a key component in formative evaluations. In addition, it uses a qualitative case-study design…
Descriptors: Supervision, Supervisor Supervisee Relationship, Administrator Evaluation, Administrator Attitudes
Elaine Lin Wang; Heather L. Schwartz; Monica Mean; Laura Stelitano; Benjamin K. Master – RAND Corporation, 2019
Since 2004, the National Institute for School Leadership (NISL) has offered the Executive Development Program (EDP), a leadership program for sitting school principals that is typically delivered in two-day workshops once per month over 12 months. From its inception through 2018, 15,000 principals across 23 states have participated in the EDP.…
Descriptors: Professional Development, Management Development, Principals, Program Effectiveness
Developing a School Culture of Meaningful Feedback Deepens Everyone's Learning. Field Facing Memo #3
Jaquith, Ann; Stosich, Elizabeth Leisy – Stanford Center for Opportunity Policy in Education, 2019
This memo, which is the third in the series, highlights the work of Summit View Elementary School in Tucson, Arizona and its use of ideas and practices from a blended online course, Student Agency in Assessment and Learning (SAAL) developed by researchers at WestEd, also an ALP grantee. This memo describes how the school's participation in the…
Descriptors: Elementary Schools, Online Courses, Blended Learning, Educational Technology
Newberry, Melissa; Richardson, Michael – School Leadership & Management, 2015
In this single case study of a school and university collaborative project, positioning theory was used to deconstruct the metaphors expressed in descriptions of roles of 23 participants. Present in the metaphors were discrepancies in understandings of collaboration that revealed ways that collaboration was inhibited as participants positioned…
Descriptors: Language Usage, Figurative Language, Educational Cooperation, Case Studies
Drury, Debra A. – ProQuest LLC, 2014
The purpose of this problem-based study was to gather data which analyzed the degree of fidelity of implementation of Response to Intervention as reported by building principals in the State of Missouri. The project began when team members, providing professional development for the Response to Intervention process, came to the conclusion there…
Descriptors: Fidelity, Program Implementation, Response to Intervention, Public Schools
Ohio Department of Education, 2011
The Ohio Principal Evaluation System (OPES) was collaboratively developed by Ohio superintendents, school administrators, higher education faculty, and representatives from Ohio's administrator associations. It was designed to be research-based, transparent, fair and adaptable to the specific contexts of Ohio's districts (rural, urban, suburban,…
Descriptors: Principals, Administrator Evaluation, Goal Orientation, Formative Evaluation
Kamler, Estelle; Dodge, Arnold; Walker, Joan M. T. – Journal of School Leadership, 2013
The National Association of Secondary School Principals' Selecting and Developing the 21st Century Principal program is a formative assessment identifying skills linked to effective leadership, and it is based on a simulation designed to replicate a school principal's day. The Long Island School Leadership Center became a site for this program in…
Descriptors: Formative Evaluation, Leadership Training, Administrator Education, Pilot Projects
Makkawi, Fawzieh – Educational Technology, 2010
This article describes the role of the headteacher (or principal) in successful implementation of ICT in schools. It highlights the importance of the headteacher to understand and lead the change process, and having a clear and shared ICT strategic plan. The article also explores the major factor of ICT progress, the continuous professional…
Descriptors: Strategic Planning, Principals, Information Technology, Evaluation
Ferrell, Kimberly Ann – ProQuest LLC, 2013
The purpose of this qualitative single case study was to describe current instructional policies and practices in a one-day treatment center in North Carolina for students with emotional and behavioral disorders (EBD). The following research questions guided the study: (1) What are the curriculum policies, practices, and philosophies of day…
Descriptors: Day Programs, Educational Policy, Educational Practices, Emotional Disturbances
Nidus, Gabrielle; Sadder, Maya – Educational Leadership, 2011
Formative coaching, an approach that uses student work as the foundation for mentoring and professional development, can help principals become more effective instructional leaders. In formative coaching, teaches and coaches analyze student work to determine next steps for instruction. This article shows how a principal can use the steps of the…
Descriptors: Student Evaluation, Classroom Observation Techniques, Coaching (Performance), Principals
Beswick, Kim; Jones, Tammy – Mathematics Education Research Journal, 2011
This article describes the implementation and outcomes, as perceived by the professional learning providers and school principals, of a professional learning (PL) model devised in response to recognition that models of PL that are effective in urban settings are not effective in rural and remote areas. Rather than expecting the teachers to travel…
Descriptors: Learning Theories, Principals, Professional Development, Professional Education
Brown-Sims, Melissa – National Comprehensive Center for Teacher Quality, 2010
With the need to meet a set of higher accountability standards such as Interstate School Leaders Licensure Consortium (ISLLC) Standards and the AYP benchmarks of the NCLB Act, for example, school principals are faced with the knowledge that they play a vital role in school effectiveness as well as teacher retention, parent participation, and…
Descriptors: School Effectiveness, Educational Improvement, Principals, Instructional Leadership
Popham, W. James – Principal Leadership, 2008
Formative assessment is a planned process that uses assessments to inform changes in instruction or learning. Because of its focus on instruction and learning, formative assessment is based in the classroom, although school-level structures, such as learning communities, can support the process. In this article, the author presents seven…
Descriptors: Formative Evaluation, Principals, Success, Secondary Schools
Stiggins, Rick; Duke, Dan – Phi Delta Kappan, 2008
Principals can play a pivotal role in the improvement of student learning by helping teachers develop and use sound classroom assessments that will strengthen instruction and student learning. The typical teacher will spend a quarter to a third of her or his available professional time involved in assessment-related activities. If they do it well,…
Descriptors: Professional Development, Instructional Leadership, Principals, Educational Improvement
US Department of Education, 2015
This State-specific summary report serves as an assessment of the District of Columbia's annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. Given that…
Descriptors: Academic Achievement, Academic Standards, Accountability, Achievement Gap