The Effectiveness of a Personalized School-wide Crisis and Trauma Management Training Program on Sense of Preparedness for School Counselors-in-training

The purpose of the study was to investigate the effectiveness of a personalized school-wide crisis and trauma management training program for master\u27s-level school counselors-in-training. The study began with Pilot Study 1: Crisis Training Need Assessment which sought to best identify the crisis training needs for a specific geographic region. Results from Pilot Study 1 supported that unexpected student and teacher death was the crisis category which affects students the most and is in need of further training at the master\u27s level. Next, Pilot Study 2: Crisis Training Feedback sought to obtain comments and suggestions from masters- and doctoral-level counselors-intraining regarding a personalized school-wide management training developed for the main study. Results from Pilot Study 2 indicated that both the content and the method of delivery for the crisis training were above adequate, as reported by the participants. The Main Study: Assessing the Effectiveness of a School-Wide Crisis Management Training was then implemented to assess the effectiveness of the intervention on school counselors-in-training sense of preparedness to intervene in an unexpected student and teacher death crisis incident. Twenty-seven (N = 27) CACREP and non-CACREP participants were asked to complete the School Counselor-in-Training Crisis Preparedness (SCIT-CP) inventory, a 19-item assessment, at four data collection points across a semester while enrolled in a school counseling practicum or internship course. Between data collection time points 2 and 3, the 3-hour crisis training intervention was presented to the participants. Results indicated that non-CACREP students reported a greater sense of preparedness to intervene in an unexpected student and teacher death crisis incident than did the CACREP participants at all four data collection time points. Additionally, all students demonstrated a greater sense of preparedness to intervene following the crisis training than before receiving the crisis training. Results from this study support the use of in-service training experiences in master\u27s-level curriculum, particularly in courses where students are concurrently working in a school counseling field experience. Implications for this study also lend support for the continued need for training in CACREP required standards that are pertinent to professional school counseling practice, such as crisis and trauma detection and intervention

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

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

HR Shared Services (HRSS): Model and Trends

[Excerpt] The findings of this research project are based on interviews with 44 Human Resources (HR) leaders across 39 national and international companies within 15 industries ranging from manufacturing to consulting services. The interviews ranged from 45 minutes to one hour, and sought to understand models, best practices, and trends. The interview included questions about employee experience, technology, and the integration between HR Shared Services (HRSS) and the overall HR Organization. To provide background information and data, the HR leaders answered a short survey, giving details about the structure of their HRSS, locations, areas of HR that had work performed in the shared services organization, systems, and technology capabilities