FIT for purpose – the new FLARE Index to Treaties

The FLARE Index to Treaties which was launched in March 2009 on the Institute of Advanced Legal Studies web server, was conceived to fill a gap in the range of information finding tools available on the internet for the international lawyer. It is a fully searchable database indexing and listing over 1,500 of the most significant multilateral treaties concluded from 1856 onwards. This article describes the background to the development, the various ways in which the service can be used and technical issues in its construction and use.Preprint of an article by Dr Peter Clinch, Senior Subject Librarian for Law, Cardiff University, Wales, UK and Steven Whittle, Information Systems Manager, Institute of Advanced Legal Studies, University of London published online by LLRX.co

School Climate Development Survey

Over the last twenty-five years the Consortium on Chicago School Research has engaged in systematic study of more than 400 Chicago Public Schools to determine organizational traits that are related to improvement in student learning. This effort was designed to help explain widely divergent levels of student success between very similar schools in the Chicago system. Initial discussions with educators at all levels, reviews of previous research, pilot studies, and field studies led to the identification of five school contextual factors – the 5Essential Supports – determined to be critical to school success: (1) effective leaders, (2) collaborative teachers, (3) involved families, (4) supportive environment, and (5) ambitious instruction. The framework of the 5Essential Supports served as a theoretical basis for a survey effort designed to measures and report on facets of school culture that could then be used by school leaders and practitioners to guide school improvement efforts. Research related to the 5Essential Supports consistently demonstrates a strong relationship between the presence of these supports and gains in student achievement. Led by Dr. James McMillan and Dr. Charol Shakeshaft from VCU’s School of Education, the purpose of this MERC study was (1) to develop a shortened version of the 5Essentials staff climate survey for the Metropolitan Educational Research Consortium schools, (2) to pilot test the new survey with teachers and administrators, and (3) to determine effective methods of dissemination to support schools use f the survey data for school improvement purposes. The piloting and validation phase of the study demonstrated that the core constructs underlying the 5Essentials maintained high levels of validity and reliability in the shortened version. MERC also piloted and received feedback from school leaders on formats for reporting school climate results

What School Principals Need to Know About Curriculum and Instruction

Looks at what school leaders need to know about instructional practices, organizing a school for greater student learning, supporting teacher development, and balancing school improvement with non-instructional issues and emergencies

Professional Development\u27s Complex Ecology: Examining a Whole-School Balanced Literacy Professional Development

This descriptive study reports on the structure and implementation of a school wide professional development model in a southwest public elementary school. The professional development effort was designed to support educators’ understanding and teaching of balanced literacy. The paper reports on the components of this professional development and discusses the strengths of this model in relation to educational research and findings on professional development. We conclude by discussing this model from the perspective of involved administration, facilitators, and teachers, as they consider the process of crossing the borders from professional development into their classrooms. The study is strengthened by teachers’ opinions about the model in their school

School development : a consultative approach : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University

This thesis uses a case study approach to show how a strategy of 'School Development' might be applied to New Zealand schools. It is argued that a policy of school based staff development and training will lead to greater school effectiveness. Such a policy uses a coordinated organizational approach rather than the more traditional reliance on withdrawing teachers from their classrooms for a time in order to concentrate on elements of the teaching-learning process. Support for this concept is derived from Organization Development theory and research. The term 'School Development' has been used to distinguish the particular New Zealand modifications which have been made to the more generic organization development theory. The notion of a consultant is central to the approach described and tasks and procedures which would be used by interventionists are discussed. School development assumes that schools have the capacity for self renewal. The consultant merely helps the school to realise this capacity. Components of teaching practice can be addressed within the framework of the school where they occur. Teachers can in this way increase their effectiveness with their present classes. The study concludes with a discussion of the implications of school development for teacher education generally

A Case Study of Inclusive School Developments: A Journey of Learning

A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Index for Inclusion 2000) is one resource that can facilitate the process of professional development and facilitate change in school culture, policy and teaching practice. The process used incorporates a critical friend and peer mentoring model within an action research framework, which together provide benefits for all involved in the professional development process. The journey of learning incorporating the phases of the Index for Inclusion are reported along with discussions for future directions

Part II: Professional Development Activities and Professional Learning Community in the Mid-America Region of the Association of Christian Schools International

Current trends in the education literature currently point to school leadership as responsible for the professional growth of the faculty (Fullan, 2010; Reeves, 2006) leading to the desired academic growth of the students. The Christian school community, however, has limited resources compared to those in the public sector. Unfortunately, the literature rarely includes the 400,000 teachers or the school leaders who have chosen to work in private education and their influence on the lives of over 5 million children (Broughman & Swaim, 2006). By examining effective professional development and its relationship to the development of professional learning communities specifically for Christian schools, this study’s findings provide much needed research for leadership in the private school community. Because participating in professional development is important to continued teacher growth and quality as well as student achievement (Darling-Hammond, 2004; Haycock, 1998; National Commission on Teaching and America’s Future, 1996), it is hoped this study will lead to improved teacher and student performance under the guidance of school leadership. While Headley’s (2003) work surveyed 60 ACSI schools, providing an overview of professional activities most commonly provided for teachers in those schools, additional knowledge is needed about which activities are of most value to professional learning community development, leading to teacher growth and student success