A Novel Role for GADD45\u3ci\u3eβ\u3c/i\u3e as a Mediator of \u3ci\u3eMMP-13\u3c/i\u3e Gene Expression during Chondrocyte Terminal Differentiation

The growth arrest and DNA damage-inducible 45β (GADD45β) gene product has been implicated in the stress response, cell cycle arrest, and apoptosis. Here we demonstrated the unexpected expression of GADD45β in the embryonic growth plate and uncovered its novel role as an essential mediator of matrix metalloproteinase-13 (MMP-13) expression during terminal chondrocyte differentiation. We identified GADD45β as a prominent early response gene induced by bone morphogenetic protein-2 (BMP-2) through a Smad1/Runx2-dependent pathway. Because this pathway is involved in skeletal development, we examined mouse embryonic growth plates, and we observed expression of Gadd45β mRNA coincident with Runx2 protein in prehypertrophic chondrocytes, whereas GADD45β protein was localized prominently in the nucleus in late stage hypertrophic chondrocytes where Mmp-13 mRNA was expressed. In Gadd45β−/− mouse embryos, defective mineralization and decreased bone growth accompanied deficient Mmp-13 and Col10a1 gene expression in the hypertrophic zone. Transduction of small interferin

Leaders for productive schools

This article reviews the literature on effective schools and school improvement to develop a portrait of leadership for schools in which all youngsters reach ambitious academic-performance targets, that is, a framework to describe leadership for productive schools is presented. The framework is divided into eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource allocation and use, organizational culture, and social advocacy. Each dimension, in turn, is comprised of three or four core functions. Functions, in turn, are defined by the specific behaviors that leaders employ to shepherd the school toward important organizational outcomes

A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA

The Vanderbilt Assessment for Leadership in Education (VAL-ED) is a 360-degree learning-centered behaviors principal evaluation tool that includes ratings from the principal, supervisors, and teachers. The current study assesses the test-retest reliability of the VAL-ED for a sample of seven school districts as part of multiple validity and reliability assessments based on various samples of real users of the VAL-ED. We administered the VAL-ED twice and examined the correlations and mean differences between time 1 and time 2. We find that the principal and teacher ratings from time 1 and time 2 have large, positive, and significant correlations. Additionally, for both time points, principals are rated as being at least satisfactorily effective. Principals rate themselves slightly higher at time 2, while teachers rate principals slightly higher at time 1

A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools

The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals’ learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20 % and the bottom 20 %. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70 % of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group

Setting proficiency standards for school leadership assessment: an examination of cut score decision making

Purpose: Performance evaluation informs professional development and helps school personnel improve student learning. Although psychometric literature indicates that a rational, sound, and coherent standard-setting process adds to the credibility of an assessment, few studies have empirically examined the decision-making process. This article sheds light on the inner workings of setting cut scores for leadership proficiency from the deliberative perspectives of expert-panel participants, including principals, teachers, district supervisors, and researchers. Research Design: Qualitative methods are used to observe and document a standards-setting process as it takes place and to analyze the results. Findings: The findings indicate that setting cut scores for principal leadership proficiency is a cognitively demanding but achievable process for effective implementation of carefully designed procedures. The study also provides insight regarding the influence of external factors, such as backgrounds of panelists, consideration of school contexts, and concerns about consequence during the standard-setting deliberation