The Hook Center for Educational Leadership and District Renewal is committed to supporting school districts as they work to build effective school systems. We provide this assistance in many ways, including workshops and seminars, connecting educational research to the problems of practice in public schools, an annual conference on sustaining school improvement efforts, and direct [...]
Model-Netics is a comprehensive management training and development program. It literally means “models in action.” The Basic Course in Model-Netics is composed of 151 management models that function as guides to thought and action.
Based on the principles of Patrick Lencioni’s 5 Dysfunctions of a Team, this leadership training will give your building the foundation needed to create a dynamic group of leaders that can help take your school to the next level. To begin improving your team and to better understand the level of dysfunction you are facing, [...]
The Leader in Me, developed by The Franklin Covey Company, is a process that helps develop the essential life skills and leadership skills students need in order to thrive in the 21st century. A Leader in Me school creates a common, practical vision for the school; learns the principles of the 7 Habits of Highly [...]
Understanding by Design, a framework for designing curriculum, assessments, and instruction.
As part of his work with the Hook Center, Dr. Jay Scribner was invited to present at the International Conference on Decentralization in Higher Education from a Global Perspective: Implications for Vietnam and the Region in Ho Chi Minh City. At the conference, held in July, 2010, Dr. Scribner presented preliminary findings from a case [...]
The age of human capital development in education is upon us! After decades of education reform cycles that all but ignored it, it is difficult these days to get beyond earshot of the call for the development of teachers and school administrators. Indeed, we are seeing the development of a full-blown emphasis on human capital. Beginning with the “teacher quality” provision of the ubiquitous federal NCLB version of ESEA, and accelerating into the education provisions of the 2009 American Recovery and Reinvestment Act of 2009, we see a concerted emphasis, with substantial resources behind it, to develop the educator workforce as an instrument of public education improvement.
District Workforce Development and Instructional Capacity: A Strategic Perspective
A Policy Perspective on the Role of Districts in Increasing Instructional Capacity
Collaboration in Development and Use of a Student-Level Longitudinal Database in the Kansas City School District
The Kansas City Missouri School District (KCMSD) is partnering with a team of researchers at the University of Missouri to use value added analysis techniques to identify and evaluate school controlled factors that contribute to academic growth of students in the KCMSD.
Principal Investigators: 1st Round: Jay P. Scribner, Jeffrey Brooks In July 2009, a team of educational leaders form Missouri began a two-year journey to transform a group of high poverty, low-performing schools into high-performing schools that demonstrate significant improvement in student achievement. Twenty-nine principals from schools in Kansas City, St.Louis, and Southeast Missouri attended a [...]
This project investigates whether district, building, and area attributes, such as race, socioeconomic status, high school completion rates, and local tax base are related to the decision and timing of schools choosing to be a part of the A+ program.
CAREER: Work Contexts, Teacher Learning Opportunities, and Mathematics Achievement of Middle School Students
The study looks comprehensively at middle school mathematics teachers’ work context to understand how district, school, and classroom contexts influence teachers’ opportunities to learn and ultimately student learning outcomes.
How Public Displays of Student Achievement and Demographic Data are Transforming Districts and Communities
Investigator(s): Richard R. Halverson – University of Wisconsin – Madison Kia N. Sorensen – University of Wisconsin – Madison Credits: Paper presented at the annual American Educational Research Association Conference, New York City, New York, March 24-28, 2008. Download: Halverson_AERA08.ppt Excerpt: What are the public effects of the NCLB call to make student achievement data [...]
Realizing equity and excellence in public education depends on adequate instructional capacity in individual schools. Given that schools are the point of service delivery to students (and sometimes families and communities as well), school-level resources – both their quantity and their quality – are fundamental in determining educational outcomes.