Mission Statement
The Center for Leadership in Education is an independent, community supported resource that promotes and evaluates successful approaches to educating children and equips educators with effective tools to increase student achievement.
The Center's Focus |
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The focus of the Center’s activity to help students achieve, revolves around the three tools listed below: |
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AYP is a statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress. The overarching goal is for all students to meet or exceed standards in reading and mathematics by 2014. Each year, the state will calculate a school or district's Adequate Yearly Progress (AYP) to determine if students are improving their performance based on the established annual target. The overarching goal is for all students to meet or exceed standards in reading and mathematics by 2014. To read more about AYP and the Center’s professional development opportunities, please click here. |
Value-added assessment is a new way of analyzing test data that can measure teaching and learning. Based on a review of students' test score gains from previous grades, researchers can predict the amount of growth those students are likely to make in a given year. Thus, value-added assessment can show whether particular students - those taking a certain Algebra class, say - have made the expected amount of progress, have made less progress than expected, or have been stretched beyond what they could reasonably be expected to achieve. Using the same methods, one can look back over several years to measure the long-term impact that a particular teacher or school had on student achievement. To read more about Value-Added Assessment and the Center’s professional development opportunities, please click here. |
The Center for Leadership in Education understands the importance of demonstrating leadership by example. We know that we cannot encourage local school districts to transform themselves into learning organizations unless we model those attributes ourselves. Our evaluation plan, then, will embody the attributes of a learning organization as espoused by Peter Senge in Schools that Learn. (Senge 2000). By relying upon formative, as well as summative evaluation, the implementation process will inform the design process. The result will be a program that enables school districts to better chart their own course, while continuing to meet external expectations for progress. To read more about Program Evaluation and the Center’s professional development opportunities, please click here. |
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The key to increasing the proficiency of students is to study the results of their standardized tests. In order to benefit the student most, a teacher should disaggregate the data and teach students with methods and in the environment that help them learn to the best of their abilities. The challenge of the Center for Leadership is to provide educators with the tools that are needed to meet this goal. |
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