You \u3ci\u3eCan\u3c/i\u3e Take It with You? Student Library Employees, ePortfolios, and “Edentity” Construction

Abstract ePortfolios have become an important tool for assessing and tracking employee development. In 2008, the Washington State University Libraries became involved in the institution’s ePortfolio initiative. Library supervisors hoped that as a dynamic online tool, the ePortfolio concept would provide an effective method for assessing the library’s body of student employees. Collaborating with the Center for Teaching and Learning (CTLT), the Center for Advising & Career Development (CACD), and Student Computing Services (SCS), the WSU Libraries explored the possibility of using ePortfolios to drive employee assessment. The Access Services unit, with the assistance of the Library Instruction, Library Systems, and the Humanities and Social Sciences units, piloted ePortfolios as an assessment tool that would engage student workers. As an electronic inventory of one’s professional and academic growth, ePortfolios present library supervisors with the opportunity to monitor and evaluate an employee’s progress over time

Preparing School Leaders for a Changing World: Lessons From Exemplary Leadership Development Programs

Presents eight case studies of effective school leadership training programs and provides the key characteristics of high-quality training to help states and districts address long-standing weaknesses in the way principals are prepared for their jobs

Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches From Eight Urban Districts

Profiles eight Wallace-supported approaches to preparing future principals to succeed in improving troubled city schools, including establishing clear expectations so that university preparation programs can craft training accordingly

Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning

Proposes a policy framework for integrating performance-based learning into the education system, synchronizing policy and practice, and ensuring collaborative state leadership and flexible federal leadership. Lists state policy issues and exemplars

Running head: career development practices in a Missouri high school

Context: The Missouri Department of Elementary and Secondary Education (DESE) has increased their focus on College and Career Readiness through preparation and exploration (DESE, 2016). Career development curriculum exists within DESE's Missouri Comprehensive School Counseling Program. Despite this guidance for what to teach, there is no implementation model provided for putting career development education into practice for Missouri educators. Objective: This study examines the current career development practices at one Missouri high school as well as the perceived self-confidence of teachers in providing instruction to students and the methods of support they require to do so. Setting: This study took place in a Missouri public high school housing grades 9-12. Participants: Forty members of Middleville (pseudonym) High School's faculty. Data Collection and Analysis: Data was collected using an electronic survey with both likert scale ratings and open ended questions. A descriptive analysis of this quantitative design was used to determine findings. Results: The analysis of teacher confidence data resulted in a normal distribution curve within each grade level. Teachers also assessed that there are very few of the career development GLEs covered and most are not taught in a structured way. Teachers' preference for lesson delivery varied primarily between electronic and being provided written lesson plansIncludes bibliographical references

The Development of a P-20 Educational Campus: A Case Study on Innovation

Tyack & Tobin (1994, p. 454) describe that the “grammar of schooling,” like the shape of classrooms, has remained remarkably stable over the decades. This has frustrated generations of reformers who have fought to change standardized organizational traditions. Typically school reform has taken the form of innovations in education. Unfortunately, educational innovations don\u27t usually last long or they were never truly innovations in the first place but rather a repackaging or reintroduction of age-old customary practices. The “Eos Public Schools” set out on a mission to integrate P-20 educational reform into its overall school system as a way to confront some longstanding 20th century practices and challenge the status quo. One way of accomplishing this was through the creation of a P-20 Educational Campus. Was the district, merely by their intentions and subsequent actions, able to truly innovate the way in which they conceptualized and reconceptualized schooling in the development of the P-20 Campus? How did they “do school” differently? What specifically were the innovations and how significant were they? This study examined the conception and significance of specific innovations within the creation of the P-20 Educational Campus through case study methodology to tell the story of how this Colorado school district approached P-20 educational reform. A mixed methods approach was used from a review of documents, interview responses combined with survey results. Serving as the conceptual framework for this case study, the key product (goods or services), process (production or delivery methods), organizational (organizational structures, practices, or methods), and marketing (design or packaging) innovations were illuminated. The research revealed the most significant innovations as the seamless, aligned P-20 Campus system, academic and career pathways, partnerships, and world languages. These significant innovations were accompanied by postsecondary and workforce readiness (PWR), new instructional technologies, the Campus leadership model, fluid movement of students, and plans of study. Specific themes emerged through these innovations: alignment and coherence, choice, connections, opportunities, partnerships, and 21st century learning. These findings will inform school reformers thinking about how to provide more instructional alignment and coherence toward a seamless, educational system from preschool through postsecondary experiences; to address PWR; and to create critical partnerships among P-12 education, higher education, and the community and industry. It is too soon to tell if these findings were enough to truly reshape the “grammar of schooling.” However, when considering innovations in education, these findings revealed the need for systemic structures to promote educational innovation for the 21st Century

Innovate Magazine / Annual Review 2011-2012

This year\u27s issue highlights some of the ways the SJSU School of Library and Information Science is being a catalyst for global innovation, explores the tools SJSU SLIS master\u27s students and faculty use to interact in our innovative online learning environment, and describes some of the exciting career pathways our alum are pursuing.https://scholarworks.sjsu.edu/innovate/1000/thumbnail.jp