The Department of Health and Human Services reported that, in 2009, Child Protective Services (CPS) agencies investigated allegations of maltreatment of 3.6 million children. Of the cases determined:
78.3% were victims of substantiated neglect;
717.8%, victims of physical abuse;
79.5%, victims of sexual abuse; and
77.6%, victims of psychological maltreatment.
There were an estimated 1,770 known deaths as a result of abuse or neglect in 2009.1
The Student Culture Profile II
In the 2010–11 school year, ISM conducted a one-year partial replication—using a stronger research design and a more exacting statistic—of itsoriginal six-year International Model Schools Project, a research project that focused on student performance, satisfaction, and enthusiasm. The results of the 2010–11 project, titled the ISM Student Experience Study (SES), have been published by ISM in its complete form as a “white paper” in January 2012, and summarized in Ideas & Perspectives in Vol. 37, No. 4.
The following article, featuring one of the instruments derived from the SES findings, is designed to be read in the context of either of those two documents. Readers are asked to take note of the fact that the Student Culture Profile II, shown in this article, supersedes ISM’s original Student Culture Profile. Unlike the original, it is designed to be administered directly to private-independent school students, grades five and higher. (The original instrument was designed to be administered by a third-party professional interviewer, rather than administered directly to the students.)
Do You Have the Right Academic Administrators?
Last month, we looked closely at how defining “Characteristics of Professional Excellence” can enhance a school’s processes for hiring, evaluating, and developing faculty. This month, we examine the other side of the coin: What skills and characteristics do academic administrators need to have to succeed and thrive in a 21st century environment?
The “Bully” MPAA-Rating Controversy
In Philadelphia, City Councilman Jim Kenney wants every student in the city to see the new documentary “Bully,” but the R rating assigned by the MPAA film board could prevent that. Due to five instances of a distinct expletive heard on film, the MPAA won’t move on the rating. Meaning, kids who should be seeing this may not be able to without their parents with them.
Research Outcomes: The ISM Student Experience Study
The ISM International Model Schools Project ran for six years, from 1989 to 1995, and entailed ISM on-site data collection expeditions—usually three per year—to eight to nine private-independent schools annually. The project focused upon relevant factors in student performance, satisfaction, and enthusiasm, and, secondarily, on teacher performance, satisfaction, and enthusiasm. In the school year 2010–11, ISM conducted a one-year partial replication of the original project.
The full research report was released in January 2012.1 The following article is a summary of that report’s central points and findings.
Characteristics (of Professional Excellence) Aren’t Just for Hiring
In the 7 Habits of Highly Effective People, Stephen Covey recommends that we “begin with the end in mind.” This maxim holds true for Heads seeking to enhance their school’s hiring process.
Handling the Needs of a Student With Life-Threatening Allergies
The headlines are common, like this one: “Student’s Death Spotlights Food Allegies in School.” Just a couple of months ago, a seven-year-old girl in a Virginia school died when she suffered from a severe allergic reaction to a peanut product. This tragedy brought into question responsibility. According to county school and health officials, the parent must provide the medication. According to the girl’s mother, she provided the school with an “allergy action plan” to administer Benedryl if her daughter had a reaction. She said she tried to provide an EpiPen (epinephrine) to the school but was told to keep it at home.
A 21st Century Teacher Evaluation Model
As outlined in a recent issue of I&P, ISM recommends addressing your school’s employment-related interactions with faculty—hiring, evaluation, corrective action, etc.—as part of a Comprehensive Faculty Development approach. A portion of this system is the school’s Evaluation and Growth Cycle, which itself is comprised of several interrelated activities. This issue zeroes in on the evaluation process, offering a new teacher evaluation model for 21st Century Schools.
Aegis Academy Faculty Evaluation Sample
The following represents a sample evaluation—including commentary on each section and subsection—for a faculty member at our fictional K–12 coed day school, Aegis Academy.
Comparing and Contrasting Evaluation Approaches
In this issue, ISM is recommending an enhanced approach to teacher evaluation that stands in marked contrast to traditional “clipboard observation” methods. The chart below illustrates the similarities and differences between the two approaches.