1 LEADERSHIP PERSPECTIVES: THE RAPID GROWTH OF K-12 ONLINE LEARNING Lancaster (2012) & WERA December, 2012
3 PRESENT FROM TWO CLOSELY RELATED RESEARCH PROJECTS Lancaster s (2012) autoethnography describes, analyzes and interprets one leader s experience in leading an instructional focus on student learning and a group of online teachers in one of Washington s oldest and most successful online programs. Malone s (2012) mixed-methods study examines perceptions, interpretations and reactions of K-12 superintendents in Washington in response to the rapid growth of online learning. The findings provide intriguing insight into the current landscape of K-12 online learning. SESSION OBJECTIVE
4 Rapid growth of online learning Legislation focus on metrics, not learning Lack of quality control standards Competition not collaboration 3 rd party vendor involvement Lack of research on effectiveness CONTEXT
5 Washington State Superintendents and K-12 Online Learning: Leadership Perceptions, Challenges, & Opportunities MALONE (2012)
6 Q1 What are the issues that impede or support the implementation of online learning as perceived by Washington superintendents? Q2 What do Washington superintendents identify as the purposes for online learning? Q3 What recommendations do Washington superintendents suggest for successful implementation of online learning? Q4 How does district size, years of experience, and online status affect superintendent perceptions of the online learning environment? RESEARCH QUESTIONS
9 # of Superintendents Responding to Survey % Total Respondents RESPONDENTS
10 % of Respondents by District Size 13% 9% Less than 100 students students 11% 14% 22% 501 1,000 students 1,001 2,500 students 2,501 5,000 students 17% 14% 5,001 10,000 students 10,000+ students RESPONDENTS
11 % of Respondents by Experience 18% 24% 33% 25% 0-3 years 4-7 years 8-11 years 12+ years RESPONDENTS
12 % of Respondents by Online Status 19% 65% 16% Not offering Considering Currently offering RESPONDENTS
13 Q1 ISSUES: FINANCIAL We provide online learning to students. 50 are from our own district. The others from across the state. We could not offer either without the other. We need to break even... and we still lose money compared to bricks and mortar schools. I am very skeptical of the motives of private companies and some school districts' purposes. While it is not likely generalizable, my perception is that in some instances there is more interest in making money than with teaching and learning. I am deeply troubled by districts using online learning to make money. The motives are overwhelmingly financial. It is clearly a method for school districts to add additional funds to the district. School districts in Washington State have used this process, knowingly, to pirate students from districts. With declining resources how can we possibly allocate funds that we don't have to researching these opportunities. They are important but we are just trying to survive right now!
14 Q1 ISSUES: QUALITY The harm to local districts comes when the parents get sick of babysitting and send the student back to the home district and we have to pick up the loss of academic gains. Students are unsuccessful in online schools and then public school has to clean the mess up. I have issue with the quality of some of the programs, since these students often end up back in our system with inadequate skills. We find that students that come back to us from an online program have significant deficits in their learning. I worry that online programs that may be legally sufficient are not necessarily quality programs that provide an alternative pathway for student success, but they do provide dollars to a district. I have never heard, in my experience, whether or not these programs make an impact on student learning.
15 Q1 ISSUES: REGULATION Living in the midst of school districts trying to push the limits of the new laws to bring in FTE, I am a bit jaded at this point. Online programs have to be regulated to weed out the money grabbers from the legitimate educators. The ever-changing funding for ALE makes investment risky. The idea that some schools profit from online courses with FTE, and that other school loose FTE is difficult. State agencies need to work together to remove road blocks to online learning. The state taking away 20% of the funding and opening their own online competition is definitely an issue!
16 Q1 ISSUES Disagree Agree Manage Records 33. Trained Teachers 30. Adequate Computers 29. Gain Support Best for 6th 12th grade 22. Tech Skills Needed 24. Isolates Students 31. Create Policy Limits 26. Detracts from Community Teacher/Student Interactions Void of Diversity Issues 16. Increased Inequities 17. Financial Burden on Schools Diminishes Parent Invlvmt 25. Easy to Pass Financial Burden on Parents 1.95
17 Q2 PURPOSES: FLEXIBILITY Scheduling Flexibility (M=3.23) The purpose of online learning is to provide flexible opportunities for students in a system that is traditionally not flexible. Online Learning allows us to provide students with an opportunity to fulfill graduation requirements when they need to accrue credits. It gives students options and opportunities in a variety of situations young students get themselves into.
18 Q2 PURPOSES: INDIVIDUALIZATION Meeting Individual Student Needs (M=3.13) Not all students learn the same way. Online learning gives those students an opportunity for an education who may not be able to attend a brick and mortar school for specific reasons. Online learning seems best suited to meeting unique, individual needs rather than serving large numbers of students.
19 Q2 PURPOSES: OPTIONS Expanding Course Options (M=3.11) Online learning is a tool used in creating a continuum of services to meet the mission of ensuring the learning of all our children, not a whipping post for legislators and short sighted educators who may be afraid of change. The purpose is to provide a wider variety of opportunities for students to take courses. It is beneficial to have a variety of choices for students to engage in high quality learning environments.
20 Q2 PURPOSES: CONCERNS I do not believe the purposes of online learning align with the practice. I believe districts rip off the system and have lost site of the purpose. There is a considerable gap between the stated potential for online learning and its actual implementation, which is profit-driven.
21 Q2 PURPOSES Disagree Agree Flexible Learning 10. Homebound Students 4. Offer Unavailable Courses Advanced Placement Selection 11. Special Needs 5. Avoid Scheduling Conflict 8. Individualized Instruction 12. Home School 14. Develops Tech Skills Solution to Teacher Shortage 9. Provide Financial Resources
22 Q3 RECOMMENDATIONS: BLENDING Face-to-face contact remains critical to maintaining an effective and sustained online learning program. Traditional and online learning together produce the best results. Strong face-to-face student-to-teacher relationships and interactions are essential as the mainstay of K-12 education. Teachers are still an important component of online learning. The human connection is critical. Online learning and blended classrooms are the future of education. We as educators must have the vision to allow these programs in our existing schools to support and enhance our more traditional academic programs.
23 Q3 RECOMMENDATIONS: INDIVIDUALIZATION Online learning provides an opportunity for students who do not fit in the traditional classroom setting. I am very satisfied to have online learning available to the few learners who need the option but not on a widespread basis. Online learning should continue to be very limited to meet unique needs of individual students but not a replacement for the strong and good work being done with face-to-face instruction in schools.
24 Q3 RECOMMENDATIONS: REGULATIONS OSPI needs to create reasonable reporting requirements and funding formulas. Regulate the funding of online learning very carefully from OSPI. Make an effort to limit abuse from revenue generating interests. Provide via statewide model so districts are not competing for students. Online programs, if offered to the public, should be offered and controlled 100% by OSPI. Develop stronger policies that discourage fly-by-night providers that create a churn in student enrollments for profit. Vetted courses should be made available at no cost to districts, funded by the state, so that access to educational services does not become even more inequitable.
25 Q3 RECOMMENDATIONS: EXAMINATION Good grief, how many more hours should a young person spend in a virtual versus actual experience? Online programs exacerbate the problems of regular schools, rather than solve them. In general, online learning is not a meaningful learning experience. We cannot afford to bury our heads in the sand on this issue. Technology will continue to infuse itself into education; we can embrace it or get choked by it. The decision to offer online programming should be based on student need, not the administrative prejudices or limitations of the adults in the system. We are all convinced that the breakthrough strategy for improving the quality of instruction that students receive, and for improving the quality of professional learning for teachers, is the meaningful collaboration of teachers who share students and content. This is not a feature of online instruction, and in fact online programs are a step backward toward isolation of practice and norms of autonomy vs. the norms of collaboration we have been working to establish.
26 Q4 DEMOGRAPHIC AFFECT FACTORS Experience District Size Online Status
27 Q4 DEMOGRAPHIC: EXPERIENCE 3.1 Agree 2.9 Superintendent Perceptions by Experience ALE FA IO 21 Disagree LC years 4-7 years 8-11 years 12+ years 1.73
28 Q4 DEMOGRAPHIC: DISTRICT SIZE 3.3 Superintendent Perceptions by District Size Agree ALE FA IO 21 LC Disagree <
29 Q4 DEMOGRAPHIC: ONLINE STATUS Superintendent Perception by Online Status 3.1 Agree ALE FA IO Disagree LC Not Offering Considering Currently Offering
30 Leading Online: An Autoethnography Focused on Leading an Instructional Focus on Student Learning in an Online School LANCASTER (2012)
31 Q1 What characteristics of an online learning environment trigger teachers to focus on management issues rather than learning issues? Q2 What conditions might be in place to help teachers manage their online workload effectively so they can shift discussions from management and metrics to student-centered learning? Q3 What leadership behaviors need to be undertaken to inspire a culture of support to engage teachers in analyzing the teaching and learning process in the online classroom? RESEARCH QUESTIONS Lancaster (2012)
32 Autoethnography Better understand the story behind the data Analytic Autoethnography Emphasis not about self; rather it is about searching for understanding of culture and/or society through self (Anderson, 2006) METHODOLOGY Lancaster (2012)
33 SOCIO-TECHNICAL THEORY Changes in technology bring about changes in values, cognitive structures, life styles habits and communication which profoundly alter a society and its chances of survival (Trist, 1981) THEORETICAL FRAMEWORK Lancaster (2012)
34 Infrastructure Learning management system (LMS) Technology support Governance Compliance Policy Promotion Teaching and learning Course planning and design Formative and summative assessment Management Management for compliance Communication Issue resolution THEMES Lancaster (2012)
35 Q1 What characteristics trigger teachers to focus on management issues? Infrastructure: LMS Teaching and Learning: Course planning and design (management) Governance: Political systems driven by financial need and accountability, metrics about money Promotion: Important due to policy Management: Required by policy and technology Lancaster (2012)
36 Q2 What conditions help teachers manage their online workload effectively and shift from management to student-centered learning? Infrastructure: Technology manages, teachers teach Governance: Performance based measures for compliance, clear measures for student success Clarity of course layout and design: Guidelines about modifying and restructuring Management: Clear tracking tools, integration of LMS with SIS Lancaster (2012)
37 Q3 What leadership behaviors need to be undertaken to inspire a culture of support to engage teachers in analyzing the teaching and learning process in the online classroom? Clear consistent message, clear definition of program, roles, responsibilities that is consistent among all stakeholders Structure professional conversations around learning metrics Provide pressure relief when needed Remove barriers from teachers role such as funding, infrastructure and formatting Lancaster (2012)
38 SOCIO-TECHNICAL Increased time for student Efficient technology Lancaster (2012)
40 Lancaster (2012) Guided by a clear vision and compelling purpose Facilitate processes for teachers to come together to discuss student learning Provide human contact and daily checks with students Learning not technology should be the driver Regional Adaptive Dialogic Work Statewide Superintendent Forums Accountability Legislation Blended Online Learning Common Core Standard Alignment Recommendations
CULTIVATING EQUITY AND EXCELLENCE 2015 2020 Strategic Plan Dear Hartford Public Schools Community, A strategic plan gives organizations, and communities, permission to believe that great things are possible.
Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students
1 Online Versus Face-to-Face Classroom: Evaluating Learning Effectiveness for a Masters Level Instructional Design Course Ann Peniston George Mason University Author Note Submitted in partial fulfillment
ONLINE LEARNING IN WASHINGTON STATE SCHOOL DISTRICTS by Torrey Morgan A report prepared for the Washington State Office of the Superintendent of Public Instruction June 2009 Executive Summary Requested
School Board Candidate Questionnaire The National Chamber Foundation (NCF), a non-profit affiliate of the U.S. Chamber of Commerce, is dedicated to identifying and fostering public debate on emerging critical
Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics The Teacher Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional
WDLC PROVIDING PATHWAYS FOR RURAL SCHOOLS IN WISCONSIN Wisconsin Digital Learning Collaborative (WDLC) K-12 Online Learning: meeting the needs for diverse groups of students (urban, suburban, rural) expanding
PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals Education leaders ensure the achievement of all students by guiding the development and implementation
Perceptions of Internships in an Agricultural Associate Degree Program KEVIN CURRY, ALYSSA DEGREENIA, AND DR. WENDY WARNER NORTH CAROLINA STATE UNIVERSITY Yes No Does your department have a formal internship
Recommendations from the New York Summit on Online and Blended Learning Hosted by NYSED, inacol, and Intel December 2010 Virtual Learning Initiative Emily Zyko Adam Goldfarb Jon Shrem On December 8, 2010
Prepared for: Your Company Month/Year This sample is a condensed version showing selections from an actual 4Cs Comprehensive Employee Survey Analysis report and balloons explaining the main features of
Tapping Your Inner Futurist The Future of Learning Garry Golden Forward Elements Warm up Foresight 101 Future of Learning Bringing it Home Futurist, Skeptic or Enabler College Education Careers Service
The positive are intended for use as a guide only and are not exhaustive. Not ALL will be applicable to ALL roles within a grade and in some cases may be appropriate to a Attribute 1: COMMUNICATION Level
How Boards of Directors Really Feel About Cyber Security Reports Based on an Osterman Research survey Executive Summary 89% of board members said they are very involved in making cyber risk decisions Bay
Framework: Core Functions, Indicators, and Key Questions The Core Functions and Indicators, which form the structure for the delivery and execution of (Illinois CSI) services, describe the big ideas or
Maryland Virtual School (MVS) http://www.mdk12online.org Organization What is your program s organization type? To whom is the SVS accountable? Run by a state agency Maryland State Department of Education
Strategic Leadership Summary: School leadership creates conditions that result in the strategic re-imaging of the school s vision, mission, and goals in the 21 st Century. The leader exhibits the understanding
Charlotte-Mecklenburg Schools William Leach, Principal 9000 Robert D Snyder Dr Charlotte, NC 28223-1 Document Generated On February 13, 2016 TABLE OF CONTENTS Introduction 1 Description of the School 2
SECTION: PROGRAMS LINE MOUNTAIN TITLE: ONLINE INSTRUCTION SCHOOL DISTRICT ADOPTED: August 10, 2010 REVISED: 141.ONLINE INSTRUCTION 1. Purpose SC 1327, 1327.1 Pol. 137 The Board recognizes that computer-based
What is Quality Schools Development? Why are we doing this? All students deserve quality schools in their neighborhoods that help them thrive academically, socially, and emotionally. Right now, several
Integration of Instructional Technology in the Grosse Pointe Public School System Executive Summary In the Grosse Pointe Public School System, we are at a pivotal tipping where we must set the platform
Title: As related To: Online Learning Policy and High School Credit Goal One: Advocacy for an effective, accountable governance structure for public education Goal Two: Policy leadership for closing the
Standards for Online Guidelines for Planning and Evaluating Online Courses and Programs Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org For more information,
Developing 21 st Century Skills through Competency Based Expanded Learning Opportunities March 27, 2015 The Summit on 21 st Century Learning Washington, D.C. Heather Loewecke, Asia Society Asia Society
Strategic Planning at Lane Community College Lane Community College s 21-215 Strategic Plan was prepared by College Council through a year-long process of engagement with college stakeholders, study, data
Dispositions, Dimensions, and Functions for School Leaders Preparation and Support for the Next Generation of Kentucky s School and District Leaders Kentucky Cohesive Leadership System Continuum for Principal
Leveraging People, Processes, and Technology Effectively Managing Change in Your IT Modernization Effort A White Paper 7500 Old Georgetown Road, 11th Floor Bethesda, MD 20814-6198 Tel: 240-482-2100 Fax:
DRAFT City School District of Albany Strategic Roadmap: 2020 Vision The Best Urban School District in which to Learn and Work 1 P age Introduction The City School District of Albany is engaged in a comprehensive
Manila, August 9 13, 2004 The Role of e-learning in e-government Implementation and Adoption Stephen W. Braim Government Programs Executive IBM Asia Pacific The views expressed in this paper are the views
SEA Webinar Series: Early ENGAGING ENGLISH LEARNER FAMILIES IN CHARTER SCHOOLS Childhood Learning in Charter Schools www.safalpartners.com About the National Charter School Resource Center Funded through
New York Online Learning Needs Assessment July 2011 Report Sponsoredby:NYStateDept.ofEducation 1934 Old Gallows Road, Suite 350 Vienna, VA 22182 www.inacol.org 703-752-6216 July 11, 2011 Lawrence M. Paska,
Blended & Online Learning Policy & Practice Report to the New Mexico Legislative Education Study Committee September 18, 2013 Clovis, NM Maria Worthen Vice President, Federal & State Policy email@example.com
IDAHO STATE BOARD OF EDUCATION CY2015-2019 FY2016-2020 Strategic Plan An Idaho Education: High Potential High Achievement VISION The State Board of Education envisions an accessible, affordable, seamless
City and County of Swansea Human Resources & Workforce Strategy 2013-2017 Ambition is Critical 1 Delivering quality services for a safer, greener, smarter, fairer, healthier, richer Swansea Executive Summary
An Inviting and Engaging Online Learning Experience Gwinnett Online Campus interactive learning experience thrills students Overview From completely virtual schools to the rise of blended learning in the
Top Ten Hot Issues for Islamic Schools Introduction The number of Islamic schools in United States has increased at a dramatic rate in the past twenty years. They might be on the east or the west coast,
Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...
Greenwood Public School District Dr. Montrell Greene, Superintendent Dr. June Leigh, Director of Curriculum 2015-2016 Instructional Management Plan Greenwood Public School District Academic Education Department
Strategic Planning and Support of Distance Learning Programs A Model to Centrally Develop and Locally Support Online and Blended Programs at Tufts A Report from the Distance Learning Service Model Design
Washington Association of School Administrators Central Office Leadership Framework Supporting the Professional Growth of Central Office Leaders Central Office Leadership Framework, Version 1.0 Central
GREENVILLE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION ON-SITE EVENING PROGRAM Program Highlights WHAT IS THE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION? The Master of Education in
OAPCS Statewide Data Analysis for the 2014-2015 Ohio State Report Card An analysis by OAPCS of the State Report Card for the 2014-2015 school year released in two segments in January and February indicates
Principal Selection Process Office of Human Resources October 2015 1 Strategic Goals 2 Principal Selection Process Overview Tier 4 Entry Plan Case Study Superintendent, Deputy Superintendent, Chief Schools
SAMPLE RESOLUTION Early Childhood Education Draft Board Resolution How To Use This Resolution California s new school funding law, (the Local Control Funding Formula or LCFF) provides an opportunity for
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
Student Welfare, Good Discipline and Effective Learning Student Welfare Policy 1996 New South Wales Department of School Education Student Welfare Directorate RESTRICTED WAIVER OF COPYRIGHT The printed
MASSACHUSETTS SMALL AND RURAL SCHOOLS TASK FORCE THE EFFECTIVENESS, VALUE AND IMPORTANCE OF SMALL DISTRICTS DEFINITION OF SMALL SCHOOLS The vast majority of educational research supports the concept of
THE BUSINESS CASE FOR COMPENSATION TECHNOLOGY Compensation accounts for nearly 70 percent of operating expenses for most organizations, 1 and is one of the main reasons employees join and leave organizations.
TELL them FROM me Student Survey Year in Review 2010 2011 TELL them FROM me Year in Review We believe that the same process of inquiry that invigorates classrooms also breathes life into school reform.
International education and student success: Developing a framework for the global educator Abstract Ebinepre Cocodia, PhD Garvan Institute, Sydney NSW 2010 Australia firstname.lastname@example.org This paper
Afro Ant Conversation Change Management Return on Investment 3 April 2014 Overview This report documents the information gathered at the Afro Ant Conversation held on the 3 rd of April 2014 on the topic
Getting Started with Online Learning Getting Started with Online Learning 1.0 Page 1 How to Use This Document This tool is designed to guide you through a series of questions and planning steps that will
www.advanc-ed.org Consistent Improvement: Emerging consensus regarding the goal of preparing all students to graduate from high school ready for college, career and citizenship confirms that policymakers
State Special Education Funding Formulas November 2013 www.whiteboardadvisors.com 1 Executive Summary Whiteboard Advisors and the Foundation for Excellence in Education conducted a national survey about
RETHINKING DIGITAL SELLING BEST PRACTICES FOR MAXIMIZING RESULTS AND ROI Guiding Principles For Rethinking Your Digital Selling Strategy It s been nearly four years since reps started using tablet-based
ELBERT COUNTY SCHOOL DISTRICT 2015-2016 SYSTEM IMPROVEMENT PLAN The long range goal of the Elbert County School District is the successful preparation and graduation of every student. By 2016, 90 percent
July 15 2015 100-Day Plan A Report for the Boston School Committee By Dr. Tommy Chang, Superintendent of Schools Boston Public Schools, 2300 Washington Street, Boston, MA 02119 About this plan Over the
Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du
New Learning Models: Providing a Customized Education for All Students Matthew Wicks inacol, Chief Operating Officer www.inacol.org International Association for K-12 Online Learning (inacol) inacol is
Outcomes of Preservice Teacher s Technology Use William F. Morrison, Assistant Professor, Bowling Green State University Tara L. Jeffs, Assistant Professor, East Carolina University Abstract: At a time
Howard County Public Schools Background The American Recovery and Reinvestment Act of 2009 (ARRA) included a $650 million allocation in ESEA Title II, Part D, commonly referred to as the Enhancing Education
Change Management a Critical Success Factor BJ Bard, PMP, B Math, Strategic Change Management (Rotman) Director, Consulting Services Justice & Public Safety, Sierra Systems The Journey Today. A Real Case
Roles and Responsibilities: Building Positive Schools Climate and Providing Learning Supports for Students Clearly delineating roles and responsibilities represents an essential step that can build capacity
Healthcare Informatics June 2012 Accountable Care Organizations Early Lessons learned from strong revenue cycle performers Healthcare Informatics Accountable Care Organizations Early Lessons learned from
Practices and Challenges in Online Instruction for Students with Disabilities: State Education Agency Forum Proceedings Series (Report No. 3) IDEA Principles in the Online Environment Paula Burdette, Tracy
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
Pennsylvania Association of School Business Officials Mailing Address: Office Location: P.O. Box 6993 2608 Market Place Harrisburg, PA 17112-0993 Harrisburg, PA 17110 Telephone 717-540-9551 www.pasbo.org
Township High School District #113 2014 Levy for Fiscal Year 2015-16 District #113 Vision Mission - Goals Vision Township High School District 113 provides a rigorous, equitable, student-centered education,
1 About Education Strategy 25 year history of assisting institutions in over 100 different markets develop and deploy curriculum First online partnership, a complete major, was in 2002 Executive team members
Lindsay Unified School District Mission Statement ~Empowering and Motivating for Today and Tomorrow~ - Adopted by Lindsay Unified School Board: May 21, 2007 Mission: Empowering and Motivating for Today
North Carolina State Action Metric Status Notes Element 1: Student Access: All students are digital learners. State ensures access to high quality digital content, online courses and virtual schools to
CIC Online Learning Collaboration: A Vision and Framework CIC Ad Hoc Committee for Online Learning: Ilesanmi Adesida, Provost and Vice Chancellor for Academic Affairs University of Illinois Joseph Alutto,
Contact: Susan Korach email@example.com Morgridge Office of Admissions firstname.lastname@example.org Lead in Denver www.leadindenver.com Educational Leadership and Policy Studies Ritchie Program for School Leaders &
COLLEGE READINESS A First Look at Higher Performing High Schools School Qualities that Educators Believe Contribute Most to College and Career Readiness 2012 by ACT, Inc. All rights reserved. A First Look
DENVER PUBLIC SCHOOLS EduStat Case Study Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions Nicole Wolden and Erin McMahon 7/19/2013. Title: Making Meaning
Online Instruction: The Benefits and Pitfalls Chris Niewenhuis, Riverside School District Fred O Neal, South Whidbey School District Carol Van Noy, Riverview School District Education Faces New Challenges
The Individual Investor Perspective Individual investors are clearly signaling that sustainable investing has a bright future, but only if investors see proof that pursuing positive impact and maintaining