Linking Resources to Results: The Chicago Public Education Fund's Master Teacher Initiative. Principles for Effective Education Grantmaking. Case Study Number 1

Autor/in	King, Caroline
Institution	Grantmakers for Education
Titel	Linking Resources to Results: The Chicago Public Education Fund's Master Teacher Initiative. Principles for Effective Education Grantmaking. Case Study Number 1
Quelle	(2006), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; Public Education; Private Financial Support; Master Teachers; Mentors; Academic Achievement; Case Studies; Educational Objectives; Educational Change; Teacher Leadership; Grants; Alternative Teacher Certification; Strategic Planning; Outcomes of Education; Accountability; Teacher Effectiveness; Teacher Recruitment; Evaluation Criteria + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Öffentliche Erziehung; Private Investition; Schulleistung; Case study; Fallstudie; Case Study; Educational objective; Bildungsziel; Erziehungsziel; Bildungsreform; Lehrerfunktionsstelle; Grant; Finanzielle Beihilfe; Strategy; Planning; Strategie; Planung; Lernleistung; Schulerfolg; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrekrutierung
Abstract	The Chicago Public Education Fund operates as a venture philanthropy: It raises capital from individual and institutional donors and then provides grant funding and direct, hands-on assistance to grantees. With a grantmaking budget totaling $25 million between 2000 and 2008, it seeks to recruit and develop high-potential new teachers and aspiring principals by supporting alternative certification and mentoring programs, such as Teach for America and New Leaders for New Schools; this case study focuses specifically on the fund's effort to nurture and strategically utilize existing teacher talent--its Master Teacher Initiative. As part of the Master Teacher Initiative, the Education Fund has worked since 2000 both to recognize accomplished and effective teachers through the prestigious national board certification process and to help these teachers become school reform leaders. This case study explores the fund's deliberate approach--including specific goals, a clearly articulated grantmaking strategy and benchmarks for measuring progress--to help Chicago's public schools recognize, reward and deploy master teachers. This case study is intended to help grantmakers see ways to more deliberately "link their resources to desired results," which is one of Grantmakers for Education's Principles for Effective Education Grantmaking. The case illustrates the importance of making explicit assumptions about how a funder's efforts will create change, specifying measurable outcomes, deploying a funder's resources in addition to money, and being realistic about what can be accomplished under the best of circumstances. (Contains 4 exhibits, 2 figures and 9 footnotes.) [For "Linking Resources to Results: The Chicago Public Education Fund's Master Teacher Initiative. Principles for Effective Education Grantmaking. Case in Brief Number 1," see ED537198.] (ERIC).
Anmerkungen	Grantmakers for Education. 720 SW Washington Street Suite 605, Portland, OR 97205. Tel: 503-595-2100; Fax: 503-595-2102; e-mail: information@edfunders.org; Web site: http://www.edfunders.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10