EdTech Leaders® Online enables state departments of education, school districts, regional educational service centers, colleges and universities, and other educational organizations to develop local capacity to provide online professional development for teachers and administrators and online courses for students.
The Urban Special Education Leadership Collaborative (Collaborative) is a network of special and general education leaders working together to improve outcomes for students with disabilities in the nation’s urban schools.
Housed at Clemson University in South Carolina, the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) supports the national implementation of the Individuals with Disabilities Education Act (IDEA) and its provisions to provide successful school outcomes for students with disabilities. The center serves state and local education agencies, policymakers, researchers, school administrators, teachers, other practitioners, and parents.
The New York Comprehensive Center (NYCC) is one of 16 regional comprehensive centers that are federally funded to implement the mandates of the No Child Left Behind Act (NCLB). In doing so, NYCC engages the New York State Education Department in using research-based findings and rigorous evidence. The Center provides technical assistance services to meet the Department’s priority needs and further the key initiatives of the US Department of Education. Additionally, the NYCC works with the State on emerging needs based on new statutes and policy mandates.
The New England Comprehensive Center (NECC) is one of 16 regional comprehensive centers that are federally funded to implement the mandates of the No Child Left Behind Act (NCLB). The NECC engages state education leaders in using research and best practice to meet the goals of NCLB. Our purpose is to design and deliver technical assistance services that meet education leaders’ priority needs, further the key initiatives of the U.S. Department of Education, and have the greatest potential for building states’ capacities to help districts and schools improve.
The Partnership to Improve Student Achievement in Physical Science: Integrating STEM Approaches (PISA2), a project of the Center for Innovation in Engineering & Science Education at Stevens Institute of Technology, is working with 12 districts throughout New Jersey to provide graduate training in physical and earth sciences and professional development to 400 in-service elementary and middle-school teachers and 120 school leaders over the next five years. EDC serves as the external evaluator for PISA2.
This project is creating two professional development courses, with both on-site and online versions to build the capacity of middle school teachers of mathematics and special educators and their administrators to enable students with disabilities to be successful mathematics learners. During the project, one eight-session course for classroom teachers and their special education colleagues and a six-session course for school administrators will be developed, tested, and disseminated.
In this project, CSE draws on its own and other resources at EDC to provide technical assistance to the management of the Presidential Award program. Every year, that program honors exceptional science and mathematics teachers from every state. CSE facilitates the program’s work in several ways. Staff connects the project with national science and mathematics leaders who take a role in the awards process.
The National Science Foundation has funded the Pittsburgh Public Schools’ Local Systemic Change (LSC) and Urban Systemic Programs in K–12 mathematics and science. EDC is performing an evaluation of the programs. The evaluation is formative, shaping the work of teachers, teacher leaders, and administrators, and summative, looking at the impact of the work on teaching, learning, and district policies.
Facilitator institutes prepare a national group of prospective facilitators to teach two Lenses on Learning courses, which help school and district administrators support standards-based elementary mathematics instruction. Institute topics include elementary mathematics, the nature of standards-based mathematics instruction, what administrators need to know, and how they learn it.
The School Health Infrastructure Project (SHIP) is working with superintendents of large urban school districts and local health department commissioners to plan for and implement modern school health programs. Such programs integrate the resources of education, health, and social service agencies to improve outcomes around four types of goals to improve knowledge, health behaviors and outcomes, education outcomes, and social outcomes. They are systemwide initiatives that are based on collaboration of youth, families, and communities with school and health organizations.
The K–12 MCC provides a variety of services and products to support school districts around the country as they select and implement standards-based mathematics curricula. Implementation issues considered include transitions across grades K through 12, professional development, and building support for curriculum change. Resources include a series of seminars, print materials, (including a curriculum selection guide), case materials, and a Web site.
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
EDC, together with Academy for Educational Development, provides technical assistance at the regional level to Mali’s Ministry of Education. This technical expertise, particularly in the areas of data analysis and financial accounting, uses education data for sound activity-planning and resource-allocation decisions.
The project will create instructional materials, for use in seminar settings with teams of school and district leaders from middle and high schools, to support school and district leaders who are experiencing increasing pressure to improve the mathematics performance of students in their schools–at a time of raised expectations for all students’ enrollment in algebra and more participation in higher-level mathematics courses in high school.
Through the Education Quality for All (EQUALL) project, EDC and our partner organizations implement activities designed to strengthen the quality and expand the coverage of complementary education in Ghana, and to create stronger linkages between nonformal and formal basic education programs. This effort will result in increased access to basic education for children—especially girls—who have not had the opportunity for schooling due to social, occupational, cultural, or other reasons; and in increased learning outcomes among participating children.
EDC is designing and facilitating a process involving eight Roman Catholic seminaries in the development of assessment measures for seminarians. The project draws upon EDC’s previous work in developing skill standards and assessment tools based on those standards. The project will result in an occupational analysis, rubrics that integrate both the occupational responsibilities of priests and the behavior attributes promoted during seminary formation, and a framework for designing portfolios rooted in these materials.
Success at the Core, a free online professional development resource for school-based leadership teams and teachers, has won a 2011 Best Educational Software (BESSIE) Award for “Best Professional Development Website.” EDC and Vulcan Productions created Success at the Core to help leadership teams and teachers prepare all students for success.
A new report commissioned by The Wallace Foundation, Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts, examines the efforts of school systems to design or redesign leadership preparation programs.
With the goal of strengthening the preparation that new K-12 principals receive in schools of education around the country, EDC will host a forum to share strategies to improve these programs nationwide.
What does it take to turnaround an “underperforming” district? This question becomes more urgent every day as the number of districts earning this designation grows—and the consequences get tougher.
For EDC’s Barbara Miller, “turnaround partner” for the Winchendon (Massachusetts) Public Schools, the answer begins with some hard thinking about where an outside advisor like herself can have the biggest impact quickly.
EDC has been selected by the United States Agency for International Development (USAID) as a lead organization to implement the Assistance to Basic Education (ABE/BE) initiative, USAID’s new Indefinite Quantity Contract mechanism to support quality basic education around the world.
What do principals need to know about the teaching and learning in their schools? How do a principal’s own knowledge and beliefs shape the way his or her school is run? How do principals view themselves as on-the-job learners? A new book by researcher Barbara Scott Nelson of Education Development Center (EDC),and Annette Sassi of Education Matters provides detailed portraits of administrators at work, illuminating the key decision-making situations they face and the actions they choose to take.