A Preliminary Analysis of the Kentucky Distinguished Education Initiative: A New Approach to Educational Change.

Autor/inn/en	Davis, Mimi Mitchell; und weitere
Institution	Kentucky State Dept. of Education, Frankfort.
Titel	A Preliminary Analysis of the Kentucky Distinguished Education Initiative: A New Approach to Educational Change.
Quelle	(1997), (90 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Educational Cooperation; Educational Improvement; Elementary Secondary Education; Professional Development; Program Effectiveness; State Programs + Suchen Sie Ihr Suchwort? Bildungsreform; Education; cooperation; Kooperation; Teaching improvement; Unterrichtsentwicklung; Regierungsprogramm
Abstract	The goal of the Kentucky Education Reform Act (KERA) of 1990 was that all schools would be successful as measured by the Kentucky Instructional Results Information System (KIRIS). The Kentucky Distinguished Educator Program was created to promote the goal. The program sought to create a pool of distinguished educators who would serve in School Transformation and Assistance and Renewal (STAR) schools. The distinguished educator's role was to coordinate efforts to transform STAR schools and to create guidance and support for the school change process. This publication presents findings of a study that examined the effectiveness of the distinguished educator program. Data were gathered through surveys of: (1) teachers who served as component managers in STAR schools; (2) principals who served in STAR schools; (3) superintendents who had STAR schools in their districts; and (4) all distinguished educators who served in STAR schools. Preliminary findings showed that the respondents (80 percent) rated the distinguished educator program as either highly effective or effective. Moreover, the majority of respondents viewed the distinguished educator program as contributing to faculty unity and overall school improvement. The program's greatest strength was that the distinguished educators gained credibility among those in the schools because they were "insiders" who had worked for many years in the Kentucky public school system. However, they also had the benefit of working as "outsiders" who had few preconceptions about the school and who could offer specialized training in solving school problems. Appendices contain a sample of the survey and data on managers', principals', distinguished educators', and superintendents' perceptions. (Contains 34 references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC