Community Partnerships to Support Education Research from Development through Implementation

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Community Partnerships to Support Education Research from Development through Implementation. Jeanne Poduska American Institutes for Research Mary Jane Gomez Houston Independent School District IES Research Conference June 30 2010. Areas of Consideration. - PowerPoint PPT Presentation

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  • Community Partnerships to Support Education Research from Development through Implementation Jeanne PoduskaAmerican Institutes for ResearchMary Jane GomezHouston Independent School District

    IES Research ConferenceJune 30 2010

  • Areas of ConsiderationInterventions and the support system for interventionsMonitoring fidelity and support Multi-level factors (Domitrivich, Bradshaw, Poduska et al, 2008)e.g. Program, Teacher, Students, Classroom, Principal, School, DistrictStage of workType 2 Translational researchTheories of individual level change and of organizational change (systems change)

  • Theoretical Model & Technical Steps in Building Community and Institution PartnershipsAnalyze the social/political context Learn the vision and understand the challenges and prioritiesIdentify mutual self-interests within and across the leadershipFit the research program interests into the vision of the leadershipWork through trust issuesRequest ad hoc oversight from community

  • Good Behavior Game Professional Development Study TeamAmerican Institutes for ResearchPrincipal Investigator Jeanne PoduskaIntervention TeamJudith LittmanTessie RoseCarla FordAssessment and Analysis Anja KurkiSarah BardackJeanette MosesJay ChambersCenter Coordinator Matt Malouf

    Houston Independent School DistrictCore TeamChief Academic OfficerElementary Curriculum & InstructionEarly Childhood Education Research and EvaluationMultilingual EducationStudent Support Services Professional DevelopmentUniversity of South FloridaWei WangUniversity of MiamiHendricks Brown

    Support: IES R305A090446

  • Aims of the IES GBG PD StudyTo understand the professional development teachers need tolearn, implement, and sustain the Good Behavior Game (GBG) in their classroom with fidelityTo test the impact of GBG under various models of professional developmentTo explore multi-level factors that influence teachers implementation of GBG and GBG impactTo assess the financial costs of delivering GBG under different models of professional development

  • Local CommunityState LevelFederal & National LevelCity/County Commission for ChildrenGovernors Office General AssemblyState Dept of EdDeans: Schools of EdNational Teachers Unions: AFT, NEA National Institutes of Health:NIDA, NICHD. NIMH SAMHSADept of ED:Safe & Drug Free SchoolsSafe Schools/ Healthy StudentsIES

    LegislatorsDistrict AttorneyMedia: Houston ChronicleFoundations: Simmons, Houston Endowment, Brown FamilyNational Foundations: RWJ, WT Grant, Spencer, Annie E Casey Parents for Public Education; Parent AdvocatesBusiness:Greater Houston Partnership Schools of ED: UHCriminal and Juvenile JusticeMapping the Social/PoliticalContext: Houston American Institutes for ResearchSchool DistrictsTeachers UnionsIndependent School Districts

    Health & Human Services Harris County Board of EdHouse A+ Challenge, Project Grad, Collaborative for ChildrenNAACPPreceptor: American Leadership ForumMental HealthSupport: NIDA R21 DA024370

  • Establishing Mutual Self-Interest Supports the Research EndeavorMaintaining vision across changes of leadership in districtDesignthree classrooms per school, random assignmentInterventionwhere to place the coachesLongitudinal follow-up of studentsSustainabilityFidelity and adaptation____Two additional grants have been submitted buildingon this work: one from AIR; one from HISD

  • Houston ISD PerspectiveDetermining if a body of proposed research supports the mission/vision of HISDAlignment with District StandardsArtifactsAchievementGBG PD Study addresses*

  • Aims of IES GBG PD study To understand the professional development teachers need tolearn, implement, and sustain the Good Behavior Game (GBG) in their classroom with fidelityTo test the impact of GBG under various models of professional developmentTo explore multi-level factors that influence teachers implementation of GBG and GBG impactTo assess the financial costs of delivering GBG under different models of professional development

  • The Goods of TrustOpportunity for cooperative and collaborative activityWithin and across the districtWith external partnersKnowledgeIntegrity*

  • Structures to Support Research and SustainabilityRequires Multiple Levels HISD has history of campus-level decision-makingCentral office provides direction and support School District Board of Education Role of broader community

  • Schools CommitteePartnershipsPrincipals of participating schools, central office staff, and AIRCommunicationDay to day decisionsReflectionFeedback loop re feasibility, applicability, and relevance of work

  • Core TeamLinking PinsChief Academic OfficerElementary Curriculum & InstructionEarly Childhood Education Research and EvaluationMultilingual EducationStudent Support ServicesProfessional DevelopmentAIR staff

  • Core TeamCheck and BalanceMonitor progressFocused OutcomesProblem solveMoving ForwardConsider issues related to sustainability

  • Cultivating Success

    A Safe and Trusting Present and an Even Better Future

    Thank You

  • Contacts

    AIR, Center for Integrating Education & Prevention Research in Schools300 E Lombard St Suite 1020 Baltimore MD 21202jpoduska@air.org410-347-8553

    Houston Independent School District4400 West 18th Street Houston TX 77092-8501mgomez@houstonisd.org713-556-6882

    **

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