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This article offers considerations for principals and other educators as they seek to provide students with intellectual disabilities (ID) with authentic work placement experiences. Survey and interview data gathered from 20 employers, 7 paraprofessionals (job coaches), a principal, and 21 students with intellectual disabilities provide a triangulated perspective from which to view supported and successful work placements. These perspectives offer recommendations for coordinated, collaborative and belief-driven action on the part of high school principals that will enhance the opportunities for successful community engagement beyond high school for students with intellectual disabilities.

The Strategic Management of Human Capital in Education Project was founded in 2008 with one goal: to improve student achievement dramatically in the 100 largest urban school districts. Unless teaching quality and principal leadership improve significantly, lasting education improvement is impossible. In policy terms, without "strategic management" of human capital the nation's schools will not be able to attain their goal: increased student achievement. "Human capital" is the "people side" of education reform. The "strategic management" of human capital is the systematic process of aligning school district academic goals with school district organization and practices, from curriculum and assessment to teacher and administrator recruitment, retention and compensation. This report calls for close cooperation between states and districts, determined commitment from all parts of the education policy community including teachers, teacher union/associations, and administrators, and strong political leadership. The report is based on six broad Strategic Management of Human Capital in Education (SMHC) principles and 20 state and local recommendations. The six principles are: (1) Improving performance, closing the gap; (2) Effective teachers in every classroom, effective leaders in every school; (3) Excellent instruction, successful learning; (4) Strategic human capital management, system alignment, continuous improvement; (5) Rewards and consequences: Rethinking career progression and pay; and (6) Core competencies: Explicit, transparent, accountable. These six guiding principles undergird the strategic management of human capital, reflecting emerging understanding of the 21st century school. In a word, the overarching issue is "alignment." It is the concept that knits the six principles together. Among the bold actions this report advocates for at the state and district levels are: (1) At the state level, requiring districts to use the results of performance-based teacher and principal evaluation systems to identify professional development needs, career leadership opportunities, and specific emphases in ongoing professional development; (2) At the district level, systematically developing new teacher intensive induction and mentoring; and (3) At the district level, providing intensive, ongoing and high quality professional development. A critical element of any reform effort is an intensive, targeted and sustained professional development program that brings consistency to teaching and assessment. This report lays out a clear blueprint for reform and urges state and local policymakers to implement these recommendations as soon as they are able.

This booklet contains essays by three principals in which they describe why they chose to organize their schools around standards and the challenges and successes they encountered along the way. It details the themes associated with the successful implementation of standards, such as continuous learning, patience, resourcefulness, creativity, supportiveness, and advocacy. Present throughout the essays is the notion that principals are the ones who place standards at the center of teaching and learning. The document is intended to provide principals guidance for implementing standards-based education and encourages principals to view themselves as critical players in improving student performance. It recounts the stories of three principals, one from an elementary school, one from a middle school, and one from a high school, and their efforts to implement standards in their schools. Each principal's account details the difficulties in instituting standards-based education and the need for hard work, community support, and teachers' endorsement. The essays touch on participatory leadership, the establishment of goals, the need for conflict management and parental support, expectations for students, a rigorous process of assessment, schoolwide portfolio meetings, inclusive leadership, the use of academies, the importance of scheduling, and the positive changes attributed to standards. (RJM)

As accountability standards, litigation, and societal challenges confront school leaders, commitment to core values is essential. Effective principals communicate and share critical decision making with their communities. Each decision can accelerate or hinder academic achievement. Being able to make sound decisions is a key quality of a successful leader. This paper will share ten ethical principles for principals grounded in "The Ways of Knowing through the Realms of Meaning" (2007) by William Allan Kritsonis, PhD.

As accountability standards, litigation, and societal challenges confront school leaders, commitment to core values is essential. Effective principals communicate and share critical decision making with their communities. Each decision can accelerate or hinder academic achievement. Being able to make sound decisions is a key quality of a successful leader. This paper will share ten ethical principles for principals grounded in "The Ways of Knowing through the Realms of Meaning" (2007) by William Allan Kritsonis, PhD.

Calculations, with the principles and data on which they are instituted: relative to a late Act of Parliament, intituled, An act for raising and establishing a fund for a provision for the widows and children of the ministers of the Church, and of the heads, principals, and masters of the universities of Scotland. Shewing the rise and progress of the fund. Published by order of the trustees ... 1748.. Digitized from IA40313601-44 . Previous issue: bim_eighteenth-century_a-conversation-between-h_boswell-james_1790 . Next issue: bim_eighteenth-century_reflections-on-the-too-p_andrews-john_1771 .

Principles For Principals ★ "Lost" Annenberg Teacher's Series Principles For Principals was a video workshop on math and science education for K-12 principals; 8 one-hour video programs , workshop guide , and Web site ; graduate credit available Designed by and for principals working to improve student achievement in mathematics and science, this workshop addresses the specific issues faced by administrators.  Filmed in schools from Maine to California, this workshop helps principals understand and use recent research on math and science education practices. The programs describe the impact of state and national standards, discuss varied approaches to teaching and learning math and science, show new curricula in use, and compare effective models of professional development for teachers and principals. **** NOTE: This series is no longer being distributed by Annenberg Learner. Please visit our Discontinued Series page for contact information for the series producer. Please note that the series producer may not be distributing the series if rights to the original material was not able be renewed. Produced by the Harvard-Smithsonian Center for Astrophysics in partnership with the Annenberg Institute for School Reform.  1999.  ISBN: 1-57680-165-9 You may download the ★ entire series ★ at once, HERE (2.9 GB): https://archive.org/compress/principles-for-principals/formats=MPEG4&file=/principles-for-principals.zip Perhaps you might be interested in these other educator development series? Like: Reactions in Chemistry   The Science of Teaching Science   Science in Focus   Principles For Principals     <---- You are Here Assessment in Math and Science - What's the Point Looking at Learning ... Again - Part 1   Looking at Learning ... Again - Part 2   Essential Science for Teachers - Life Science   Essential Science for Teachers - Earth and Space Science   Essential Science for Teachers - Physical Science   Mathematics - What's the Big Idea   The Economics Classroom: A Workshop for Grade 9-12 Teachers The Learning Classroom - Theory Into Practice   Teaching "The Children of Willesden Lane"   Journey North   Teaching Chemistry ★ A Teacher's Series Bridging World History (Alternate) ★   ____________________________________________________________________________________ Copyright Disclaimer: Under Section 107 of the Copyright Act 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use. This series has been discontinued due to rights expiration. ☠️ ___________________________________________________________________________________ Episode Descriptions: Workshop 1. What's This All About? The national picture for science and math education reform provides a backdrop for principals whose responsibility is forming and articulating a collective vision. Principals examine the implications of TIMSS, state testing, and standards, and look at authentic student work in classrooms. Workshop 2. Creating Communities That Learn Together With the goal of building learning communities that improve math and science outcomes, this workshop shows several ways that principals can work toward including all voices — teachers, students, parents — in a new dialogue about education reform. Workshop 3. Math/Science Skills—What's Important? In this workshop, principals examine what teachers, college and business leaders, and parents believe students should know and be able to do to be successful in math and science. Workshop 4. Reworking the Curriculum Principals are looking at new ways to stress authentic knowledge. This workshop examines how new curriculum materials require both principals and teachers to show courage, patience, and endurance. Workshop 5. Changing Pedagogy Education reform in math and science implies changing teaching and learning strategies in the classroom. Principals discuss how they can foster effective pedagogy. Workshop 6. Fostering Effective Professional Development for Teachers Principals weigh proven professional development strategies to help teachers implement new reform ideas. Workshop 7. Professional Development for Principals Professional development for principals is an important tool for reform. Principals learn that taking time for their own professional development is not taking time from their schools. Workshop 8. Building a Plan for Reform Principals look at ways to overcome obstacles and work toward the goal of sustained and coherent change in math and science.