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20,000 2.1 PASS-ALONG
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2 0 1 6 M E D I A K I T
Reaching Superintendents and District Educators NationwideA A S A , T H E S C H O O L S U P E R I N T E N D E N T S A S S O C I A T I O N
Sean Williams, a third-year middle school teacher of mathematics, has heard the rumblings about the Com-
mon Core State Standards. His school district’s curriculum director distributed some sample test items of the type that will be on the new assessments given to students during the next school year. Williams begins to panic.
For starters, the problems look especially challenging to solve, even for him. Then his thoughts turn to his least-prepared students. “How will I ever be able to get them to a point in their understanding where they can solve these problems?” he wonders.
Williams harbors severe doubts about whether many of his students will be able to explain the process they followed to solve a problem, even when they’ve reached the cor-rect answer.
At Williams’ middle school, Prin-cipal Clara Jones tries to stay cur-rent on the demands of instructional leadership. She visits classrooms frequently and engages teachers in problem solving around instructional issues. But she wonders what this Common Core is about. She’s read articles in the professional literature, and her district has conducted a number of meetings to help adminis-
trators understand the standards. But how does Jones know what to look for when she’s observing a class?
For example, Sean Williams seems to be a good teacher. His students enjoy being in class, and Jones receives no parental complaints about him. He always is willing to volunteer for activities around the school and across the district.
But is this enough in the face of the new Common Core standards? Should the observation/evaluation process be more substantial to com-ply with the new standards? And if the answer is “yes,” what must teachers, as well as principals, do to achieve at this higher level?
Related PurposesThe evaluation of teaching prac-tice assumes teachers themselves understand the criteria by which their performance will be assessed and the standards to which they are aspiring to improve their practice. Those conditions are not yet met with the Common Core, so before we can determine their precise impact on teacher evaluation, we must first understand the demands of the CCSS themselves and what they represent for the teaching profession.
The Common Core State Stand-ards are a relatively new answer to
Rigorous instructional demands tied to
standards warrant systemwide supports
at the supervisor level
B Y C H A R L O T T E F. D A N I E L S O N
ConnectingCommon Core to Teacher Evaluation
30 S C H O O L A D M I N I S T R ATO R M A R C H 2 0 1 4
an age-old question: What should students know and be able to do as a result of their years in school? Until now, the answer to that question has gone something like this: “The student graduated with four years of English, three years of math, etc.,” with no consistent detail as to what those years of study produced in terms of knowledge and skills.
The need for the CCSS became clear in the early years of No Child Left Behind, when school districts were charged with ensuring that all students, in all subgroups, demon-strate proficiency on the state’s con-tent standards by 2014. Legislators, state departments of education and school districts have worked dili-gently to make this happen.
However, when it became appar-ent that the standards for students varied markedly from state to state and when some states requested waivers when they encountered seemingly insurmountable difficul-ties, national policymakers were not able to get a picture of how well the nation’s schools were preparing their students for the demands of adult life. The discrepancy in state standards became evident when stu-dent performance on state tests was compared to their performance on the only national tests then currently
ConnectingCommon Core to Teacher Evaluation
M A R C H 2 0 1 4 S C H O O L A D M I N I S T R A T O R 3 1
Build Your Brand with Top-Level Decision MakersCirculation: 20,000 Total Readership: 42,000
Engage the attention of 20,000 educators who influence purchasing decisions in school districts nationwide. Fully 89 percent of superintendents are involved in their district’s purchasing process.* These numbers tell our story.
Your message will reach a highly engaged national audience including superintendents,
assistant superintendents, district curriculum and assessment directors and financial directors. They authorize or influence purchases of administrative software, instructional materials, technology, professional development, buses, security systems, testing materials and more.
Target the decision makers and buyers in School Administrator, the well-respected publication that delivers content they read every month.
Sources: “2013 Readership Survey: Print and Electronic Publications,” Readex Research, July 2013, and National Center for Education Statistics Report, “Projections of Education Statistics to 2021.”
89% are involved in their district’s purchasing of
products 68%have final
approval on purchases $600
BILLIONis spent annually
on K-12 education
11%purchased an
advertised product/service
$70 MILLION
is the total operating budget for 22%
of readers
AASA’S ADVERTISING SALES REPRESENTATIVE: KATHY SVEEN, [email protected], 312-673-5635 • WWW.AASA.ORG
63% read all four of last four
issues
69% read at least
half of a typical issue
69%saved the
issue for future reference
$27.4 MILLION is the average total operating
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28%pointed out a product to a
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1/4 page horizontal $1,800 $1,700 $1,600 $1,500
1/6 page vertical $1,200 $1,100 $1,000 $900
Two-page spread $10,000 $9,400 $9,100 $8,400
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Large righthand banner $1,800
Medium righthand banner $950
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Please note: Publisher is not responsible for any errors in reproduction if material is not provided according to these specifications. Charges incurred to prepare or correct an ad file to meet specification will be billed to the advertiser at cost plus 35%.
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2016 Rates and SpecsFREQUENCY WORKS! CALL US TODAY AT 312-673-5635.
Terms and AgreementsThe publisher reserves the right to refuse any advertising for any reason, at its sole discretion. Publisher will not be bound by conditions that appear on contracts that conflict with AASA policies. CANCELLATIONSOrders for covers, other special positions and inserts cannot be cancelled. All cancellations must be in writing and acknowledged in writing before the space-reservation deadline published in the Media Kit.
SHORT RATES/COMMISSIONSAdvertisers will be short-rated if, within a 12-month period from the date of the first insertion, they do not use the amount of space on which billings have been based. Rate protection will not apply in short-ratings.
A 15 percent commission on space, color and position will be given to bona fide ad agencies only. No cash discounts. No agency commission on production charges. If payment is not received within 30 days of billing, agency commissions are forfeited. Advertiser and its agency are jointly responsible for payment to AASA, the publisher of School Administrator magazine.
AASA’S ADVERTISING SALES REPRESENTATIVE: KATHY SVEEN, [email protected], 312-673-5635 • WWW.AASA.ORG
Issue Month Space Art Editorial Topics
JANUARY UNIVERSAL REACH
11/10 11/13 Big Data
FEBRUARY
Conference IssueBONUS DISTRIBUTION
12/9 12/11 Engagement
MARCH 1/11 1/13 The Productivity of Rural Education
APRIL 2/10 2/12 Social and Emotional Learning
MAY UNIVERSAL REACH
3/9 3/14 Combating Poverty via Schooling
JUNE 4/8 4/13 Leadership Succession
AUGUST 6/10 6/13 Student Transitions (ES to MS, 9th grade, postsecondary)
SEPTEMBER Back-to-School
7/11 7/13 Mental Health and Well-Being
OCTOBER 8/12 8/15 The Politically Savvy Superintendent
NOVEMBER UNIVERSAL REACH
9/9 9/13 Professional Development Across the System
DECEMBER 10/7 10/13 Instructional Structures (multiage classrooms, looping, flexible grouping)
UNIVERSAL REACH
(January, May, November)
These three issues of School Administrator mail to all superintendents (AASA members and nonmember superintendents).
IN OUR NEXT ISSUE… Get more details on our upcoming editorial lineup at www.aasa.org.
For questions contact: Kathy Sveen at 312-673-5635
All print ads appear in the digital edition.
2016 Editorial Planning GuideDEADLINES
AASA’S ADVERTISING SALES REPRESENTATIVE: KATHY SVEEN, [email protected], 312-673-5635 • WWW.AASA.ORG
Quick Facts k 92% of school decisions/
purchases take place in district
offices, led by superintendents
k 89% of readers are involved
in a wide array of district
purchases of products/services
k More than 27.4 million
students are enrolled in the
AASA member districts.
Connect with the Power of AASA
AASA’S ADVERTISING SALES REPRESENTATIVE: KATHY SVEEN, [email protected], 312-673-5635 • WWW.AASA.ORG
What Readers ReadTop 10 Requested Topics: 1. Leading Change2. 21st-Century Learning3. Personalized Learning4. Principal and Teacher Evaluation5. Technology
6. Common Core State Standards7. College and Career Readiness8. Community Relations/Social Media9. School Safety & Security10. Special Education
Top 5 Editorial Sections 1. Legal Brief
Legal experts’ take on emerging case law
2. Board-Savvy Superintendent
Strategic advice for the district’s CEO
3. Features (Major Articles)
Written by thought leaders and practitioners
4. State of the Superintendency
Infographic statistic from salary survey
5. Technology Leadership
Cutting-edge trends in education
Purchasing InvolvementTypical Products and Services Purchased AnnuallyAdministrative Software 61%Curriculum Materials and Software 60%Technology 58%Internet & Telecommunications 58%Assessment/Testing Materials 57%Professional Development 56%School Safety/Security Systems 54%Management/Consulting Services 47%Health Insurance 45%Financial Services 43%Furniture/Office Equipment 41%Facility Services 41%Transportation Services 39%Food and Nutrition Services 30%Athletic/Auditorium Equipment 29%
Reader Profile
PRIMARY AUDIENCE Superintendents and assistant superintendents
SECONDARY AUDIENCE Curriculum directors, career and technical education directors
Special Advertising OpportunitiesProvide the reach and impact you need to drive sales, generate leads and promote general brand awareness through magazine print and digital ads, inserts and cover wraps.
PRINT ADVERTISING
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Stitch an insert into the centerfold of the magazine and your message will “pop.” Or, grab readers’ attention with a cover wrap.
All inserts are charged a non-commissionable bind-in fee of $400. Additional charges for postage and freight will apply.
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Act today by calling Kathy Sveen at 312-673-5635
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Reach K-12 Decision-Makers in School Administrator
Did You Know?School Administrator’s readers are loyal andengaged, and look forward to every issue. k 60 minutesis the timespent reading atypical issue
k 93% takean action asa result ofreading thepublication
k 75% rateAASA’smagazine asbetter thancompetitors
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SPONSOR PAGE GREETS VISITORS TO THE DIGITAL
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PLUSEducators’ Speech Rights, p10Limiting Legal Counsel, p12Q&A with Daniel Pink, p36Best of the Blogs, p7
ESSENTIAL INSIGHTS AND COMMENTARY FOR SCHOOL SYSTEM LEADERSMARCH 2012
AdvocAcy InsIdersBehind the scenes of education policy change
YOUR OUTSERT WRAPS
AROUND THE COVER—THE FIRST THING
READERS SEE!
YOUR INSERT BINDS
INTO THE CENTER OF THE BOOK
LEADERBOARD BANNER 680x90
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