Request for Publication Proposals: The Clearing House

  • 09 Apr 2012
  • 27 Jul 2012
  • Online

Call for Proposals

A special issue of The Clearing House, Fall 2013

Successful Strategies for Supporting Learning and Professional Development for Secondary Educators

Guest editors: Carolyn A. Haug and Deanna Iceman Sands, School of Education and Human Development, University of Colorado Denver

 

Proposed Focus

Much emphasis is being placed on improving student achievement at all levels. Policymakers are examining achievement gaps that occur among subgroups of students, high school drop-out rates, and students' preparation for college, discovering flaws in the K-12 and university systems. Recent research endorses professional development that is collaborative and situated in authentic school settings, portraying this as a promising alternative to traditional “sit and get” models (Koellner, Jacobs, Borko, Schneider, Pittman, Eiteljorg, Bunning & Frykholm, 2007; Glazer & Hannafin, 2006). Yet, a review of the literature points to a gap in research specific to secondary settings, with a clear majority of work conducted in elementary and, to a lesser extent, middle school contexts (Borko, 2004; Hesse, 2011; Yoon, Duncan, Lee & Shapley, 2008). Teachers' professional learning is a complex phenomenon that involves the interaction of students’ learning and teachers’ teaching practices occur!

 

Teacher learning has been supported through a variety of informal and formal models, including job-embedded learning (such as coaching, mentoring, professional learning communities, self-reflection, and action research in classrooms), as well as more formal learning through courses or other avenues (Desimone, 2009).

The Guest Editors invite you to propose a manuscript for a forthcoming issue on professional development of secondary educators. In preparing manuscripts, we encourage articles that contain any form of empirical data or that provide important theoretical and foundational grounding for the field. Research approaches could include qualitative, quantitative or mixed-methods. Consideration will also be given to proposals that describe existing models or programs that provide clear connections of theory into practice.

 

Possible questions or topics might be:

•What educator professional development and learning programs currently exist in secondary schools? Have they been successful?

•How do schools develop or maintain secondary educator professional development and educator learning supports or programs in times of financial crisis?

•What are the attitudes, expectations, and visions of secondary school faculty for professional development or learning opportunities in their disciplines? To what extent do these attitudes, expectations, and visions differ by discipline, level of course, and demographic characteristics?

•What professional development or learning approaches have administrators found successful in supporting secondary educators?

•How do we assess the success of professional development or learning programs in secondary schools in relation to educator knowledge, skills or dispositions?

•What are the impacts of secondary educator professional development and learning programs on student engagement and/or achievement?

•What are the impacts of the secondary educator professional development or learning program on teacher behavior?

•What are all the critical features of successful secondary professional development or learning programs? What components of secondary professional development or learning programs are essential to successfully transfer the approaches to other sites?

We welcome proposals focused on these and other questions related to approaches to supporting secondary educator professional development and learning programs including but not limited to induction, professional learning communities, mentoring, and coaching. We are especially interested in proposals that involve empirical research and address multiple perspectives (e.g. educators, administrators, students). 

Timelines:

Deadline for Proposals: July 27, 2012

Notification of Acceptance: by October 2012 Manuscripts Due: February 2013 Expected Publication Date: Fall 2013

Submission Guidelines

Please submit a one-page proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your article. Proposals and manuscripts should follow guidelines for The Clearing House (http://mc.manuscriptcentral.com/tch). Send your proposal electronically (in MS Word format) by email to guest editors Carolyn Haug (Carolyn.Haug@ucdenver.edu) and Deanna Sands (Deanna.Sands@ucdenver.edu). In the subject line, please indicate “The Clearing House Special Issue: Secondary Professional Development).  In the body of your message, please include your full contact information including name, institution, address, email, and preferred phone number. Proposals selected will be returned with developmental feedback. Manuscripts submitted for consideration will undergo a competitive, peer-reviewed process.

Feel free to send inquiries concerning the suitability of possible contributions to this special issue directly by email to one of the guest editors. 

Spring Exchange 2019 – Driving Change

The Spring Exchange is OPEG’s opportunity for evaluators to gather, network, and showcase innovative ideas in diverse areas. Join us at Otterbein University on May 17, 2019 for a day-long engagement with colleagues and professional development. Links to the program schedule and registration are available here.

The theme for this year is Driving Change and the speakers and session topics are:

Keynote Speaker: Jim Mahoney, PhD, Professor Emeritus, Educator in Residence, Buckeye Association of School Administrators; Executive in Residence, Ohio University, Voinovich School Executive Director, Emeritus, Battelle for Kids

Change Matters: Everybody is for change as long as they don’t have to do anything different

Abstract: This keynote underpins the importance of asking the right questions, designing the right studies, and sharing the answers rightly from evaluation. Jim Mahoney will outline ideas and practices intended to inform, illustrate, and inspire evaluators on the importance of the role in any meaningful change.

Trust, Transparency, and Timing: Key Factors in Driving Change through Effective Evaluator Advocacy

Rakesh Mohan, MPA, Director, Office of Performance Evaluations, Idaho Legislature

Abstract: Rakesh will use stories and examples from his work with the Idaho Legislature to illustrate how his small evaluation office drives big changes at the state government level. Building trust with sponsors and stakeholders, keeping the evaluation process transparent, and understanding timing constraints have been key factors in his success.

Forging Ahead: Working Through the Building Blocks of Change

Stacy Soria, MA, director of Continuous Quality Improvement at Recovery Resources

Abstract: The world around us is changing faster than ever before, and we are all charged with adapting to keep up. One thing is for certain "because we've always done it this way" is quickly phasing out of our tool of options. Indeed, change is an inevitable part of our lives. In this workshop participants will have:

Reviewed best practice research in change managemen

Developed an understanding of critical milestones for sustainable change initiatives

Explored common barriers to change

Identified ways to help support teams through the change process

From Passive Texts to “Interactive” Automated Conversations: Encouraging Participation in Social Services Programming for Low-Income Youth

Sunny Munn, PhD, Welfare and Workforce Research Manager, OERC - Ohio State University

Driving Change for Vulnerable Children: Lead Exposure in Children

Rob Fischer, PhD, Associate Professor, Elizabeth Anthony, PhD, Research Assistant Professor, & Meghan Salas Atwell, PhD, Senior Research Associate, Case Western Reserve University

 Examining theory of change for "Girls in Science"

Carmen Dixon, PhD, Assistant Professor, Capital University and Krisanna Machtmes, PhD, Associate Professor, Ohio University


Roberta O’Keefe Award for Outstanding Contribution to OPEG

Thom Craig, MPA

Evaluation Recognition Award for Outstanding Contributions to the Field of Program Evaluation in Ohio

Sheri Chaney Jones, MA


Thom Craig, MPA, is the Director of Mental Health Program of Peg’s Foundation, the largest mental health funder in Ohio. Peg's Foundation promotes the implementation of a stronger, more effective, compassionate and inclusive health care system for all. Since 1991, Peg's Foundation has granted over $45million to mental health, education, and the arts. In his role, Thom collaborates with non-profits, community leaders, families and persons with lived experience of mental illness seeking ways to improve access to care and recovery. He evaluates the outcomes of grants, program investments and develops program ideas. Thom consults with grant seekers to ensure alignment with the foundations strategic areas of focus. He pursues methods to increase cross-system collaboration to activate community solutions.

Thom has a background in social services, public health, intellectual disabilities, public education and mental illness. Over the past thirty years he has interacted with many non-profit and philanthropic organizations in implementation of services and program development. Mr. Craig received his Bachelor's Degree in psychology and philosophy from Borromeo College Seminary in Cleveland and holds a Master's in Public Administration from the University of Akron.

For nearly a decade, Thom has made substantial contributions to OPEG. Thom is a funder whose passion surrounding the value of evaluation led him to serve several terms on the OPEG board. When I (Lana Rucks) was just taking over as President of OPEG, I made a personal invitation for him to serve on the board (once again) because his experience and perspective was deeply needed as I was learning my new role. Without hesitation, he accepted. He has been presenter, recruiter, encourager, motivator, persuader, and most of all, believer in the mission, and advocate of the vision of OPEG.

   For over 18 years, Sheri Chaney Jones has improved the social sector using performance management, evaluation, and organizational behavior best practices. Her experience and expertise has transformed measurement cultures and as a result, saved public dollars, improved outcomes, demonstrated effectiveness, and increased revenues.

   Sheri is a leading thought leader on public sector evaluation and applied organizational research.  Ms. Jones is the author of Impact & Excellence: Data-Driven Strategies for Aligning Mission, Culture, and Performance in Nonprofit and Government Organizations (Jossey Bass, 2014). This book provides government and nonprofit leaders a proven path to increase the evaluation and assessment capacity of their organizations. Sheri is an international speaker on measurement best practices and the use of evaluation results for improved public sector organizational efficiencies and outcomes.

   Prior to founding MRC, Sheri served as the Performance Center Manager for the Ohio Department of Aging, Deputy Director for Performance Evaluation with the Franklin County Juvenile Court and Organizational Researcher for a Columbus-based consulting firm, Decision Support Services, Inc. Sheri holds a Master of Arts degree in Industrial and Organizational Psychology from Central Michigan University and a Bachelor of Science in Psychology from The Ohio State University.

   As a passionate advocate for human rights, work/life balance and women’s empowerment, Sheri believes that her mission is to act as the “pebble” that creates a ripple effect through her family, employees, community, clients and then out to the world at large. This was exemplified as she was the recipient of the “Woman-Owned Business of the Year” award from the U.S. Small Business Administration in 2017.  Sheri’s passion shines as she balances her career with the raising of her four children with her husband Matt. You will often find Sheri cheering on her kids, volunteering at her church and in the community, and spending time with family and friends.

   Quote from Sheri – “I have fallen in love with the mission of the social sector.  It is a privilege to lead a team of professionals with analytical and organizational development skills to help strengthen organizations that are providing services for the greater good.  I’ve seen firsthand the good organizations do when they adopt cultures built on data information, and learning.”

THANK YOU FOR VOLUNTEERING

As the Local Affiliate for the American Evaluation Association, the Ohio Program Evaluators’ Group was successful because of you! OPEG celebrates you and recognizes you for your volunteer service to OPEG/ Thank you for your hard work and dedication!!

Volunteer

Organization

Location

Jim Altschuld

The Ohio State University

Columbus, OH

Elizabeth Bolander

Cleveland Museum of Art

Cleveland, OH

Asli Buldum

United Way of Summit County

Akron, OH

Marla Carano

Youngstown State University

Youngstown, OH

Carla Clasen

The Rucks Group

Dayton, Ohio

Doug Clay

Candor Consulting

Cleveland, OH

Pat Clifford

Clifford Consulting

Cincinnati, OH

Elizabeth Culp

Cleveland Museum of Art

Cleveland, OH

Michelle Davis

Tremont West Development Corporation

Cleveland, OH

Madison Doty

The Rucks Group

Dayton, Ohio

Rob Fischer

Case Western Reserve University

Cleveland, OH

Mike FitzGerald

The Rucks Group

Dayton, Ohio

John Garity

Mental Health & Recovery Board of Portage County

Kent, OH

Jean Harper

Harper Mack Group

Springfield, OH

Thomas (TJ) Horwood

ICF

Canton, OH

Margaret Hutzel

Ohio University

Athens, OH

Tania Jarosewich

Censeo Group, LLC

Hinckley, OH

Megan Johanson

Educational Service Center of Central Ohio

Columbus, OH

Lesli Johnson

Ohio University

Athens, OH

Sheri Chaney Jones

Measurement Resources

Powell, OH

Daniel Kloepfer

Ohio University

Athens, OH

David Larwin

Kent State University

Salem, OH

Karen Larwin

Kent State University

Salem, OH

Matt Linick

Cleveland Metropolitan School District

Cleveland, OH

Krisanna Machtmes 

Ohio University

Athens, OH

Colleen Mackey

Independent

Lakewood, OH

Seema Mahato

Ohio University

Athens, OH

Cheryl Marcus

Independent Evaluator

Xenia, OH

Myron Marshall

Cleveland Foundation

Cleveland, OH

Andrew Menger-Ogle

C H Smith & Associates

Cincinnati, OH

Sydney Merz

School-To-School

Cleveland, OH

Jan Noga

Pathfinder Evaluation and Consulting

Cincinnati, OH

Clara Pelfrey

Case Western Reserve University

Cleveland, OH

Alyssa Pettey

Measurement Resources

Powell, OH

Miriam Rose

Benjamin Rose Institute on Aging

Cleveland, OH

Lana Rucks

The Rucks Group

Dayton, Ohio

Cindi Szymanski

Playhouse Square

Cleveland, OH

Aviva Vincent

Fieldstone Farm Therapeutic

Chagrin Falls, OH

Scott Vollmer

Great Lakes Science Center

Cleveland, OH

Visobe Welch

Lorain County Community College

Elyria, OH

Tom Williams

Alcohol, Drug Addiction and Mental Health Services Board of Cuyahoga County

Cleveland, OH



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