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The International Association for the Evaluation of Educational Achievement (IEA) is an independent nongovernmental nonprofit cooperative of national research institutions and governmental research agencies that originated in Hamburg, Germany in 1958. For over 60 years, IEA has developed and conducted high-quality, large-scale comparative studies in education to support countries’ efforts to engage in national strategies for educational monitoring and improvement.

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IEA’s comprehensive data provide an unparalleled longitudinal resource for researchers, and this series of in-depth peer-reviewed thematic reports can be used to shed light on critical questions concerning educational policies and educational research. The goal is to encourage international dialogue focusing on policy matters and technical evaluation procedures. The resulting debate integrates powerful conceptual frameworks, comprehensive datasets and rigorous analysis, thus enhancing understanding of diverse education systems worldwide.

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Teaching and Learning Mathematics and Science in South-Eastern Europe

• Barbara Japelj Pavešić
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Reliability and Validity of International Large-Scale Assessment

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Good Citizenship for the Next Generation

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International Association for the Evaluation of Educational Achievement (IEA): Civic Education Study of 1999

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• Carolyn Barber 3 &
• Judith Torney-Purta 4  

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Division of Counseling and Educational Psychology, School of Education, University of Missouri-Kansas City, Suite 223 Education Bldg., 5100 Rockhill Road, Kansas City, MO, 64110, USA

Carolyn Barber

University of Maryland, College Park, 20742, MD, USA

Judith Torney-Purta

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Alex C. Michalos

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Barber, C., Torney-Purta, J. (2014). International Association for the Evaluation of Educational Achievement (IEA): Civic Education Study of 1999. In: Michalos, A.C. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_393

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Conejo Valley Unified School District

Director, high school 2024-2025 school year.

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POSITION PURPOSE:

Under the professional direction of the Assistant Superintendent, Instructional Services, the Director of High School is responsible for planning, organizing, monitoring and directing the development, implementation and assessment of curriculum for high schools; providing leadership for the instructional program; providing support to all high schools in the District; adopting curriculum and instructional improvement efforts; planning, organizing and monitoring the development of new educational programs that meet mandated educational reforms for high schools; and supervising and evaluating the positions of high school principals, outdoor school coordinator, and administrative assistant.

This position directs the activities of the High School program through the following positions:

• High School Principals

EDUCATION AND EXPERIENCE:

Credentials and Experience:

• California Administrative Services credential
• An advanced degree in education is desirable
• Minimum of three years of Principal experience
• Site and district-level experience preferred in the area of High School

License Required:

• Possession of a valid and appropriate California Driver’s License. Insurability by District Liability Insurance Carrier may be required. May be required to provide own transportation to sites during workday.

Knowledge of:

• TK-12 state curriculum frameworks and standards
• Group decision making process.
• High School education programs and processes
• Secondary and vocational career education programs
• Principles, practices and techniques of instruction, curriculum development and evaluation
• Budget development and administration
• CTE and ROP
• Universal Design for Learning (UDL)

REPRESENTATIVE DUTIES INCLUDE BUT ARE NOT LIMITED TO:

• Develop baseline data, monitor progress towards curriculum goals and prepare fiscal, statistical, descriptive and other reports related to instructional programs.
• Participate in the budget planning process and in the development and implementation of expenditure control procedures as it relates to assessment and research.
• Analyze scores/test results from CAASPP, benchmarks, ELPAC, grade distribution, SAT, ACT and college placement exams to determine trends/patterns; reporting results to District administrators/educators.
• Serve as district staff liaison to the Student District Advisory Council (SDAC) by working alongside student leaders to create a public agenda, hold public meetings, and comply with associated CVUSD Board Policies and Administrative Regulations.
• Supervise the coordination of all CTE, ROP and other programs that need oversight from the District level.
• Develop and implement systems to monitor and evaluate the programs of students into Career Pathways and higher education.
• Collaborate with Instructional Services Directors and staff to provide leadership and district-level support for the High School counseling program, including organizing professional learning, holding regular meetings with school counselors, and developing a districtwide and consistent data-driven approach to school counseling.
• Lead and monitor implementation of key actions in District’s Local Control Accountability Plan (LCAP), Strategic Plan for Inclusion, and Diversity Equity and Inclusion Plan.
• Organize and plan district wide professional learning days for school administrators, counselors, teachers, and classified staff.
• Regularly apply and reference California Education Code, CVUSD Board Policies and Administrative Regulations.
• Lead and assist with employee and student investigations in a thorough, impartial, and sensitive manner.
• Collaboratively, with teacher leaders and school administrators, create and implement common essential standards and instructional pacing in order to use data to provide and maintain a system of assessments, which provides evidence useful to the evaluation and modification of TK- 12 educational programs.
• Assist in the acquisition of supplementary funding including grant development, business partnerships and other alternative funding models to support school programs.
• Confer with other departments to plan and review procedures for textbooks and supporting material selection and adoption.
• Confer, meet with and advise high school Site Councils, District advisory committees, the Board of Education and others on matters pertaining to the Districtwide High School program.
• Coordinate with the Director of Elementary/Middle School to develop and maintain a system of assessments, which provides evidence useful to the evaluation and modification of educational programs.
• Coordinate and communicate regularly with Student Services staff in order to synergize districtwide efforts to support all students.
• Provide and maintain a system of assessments, which provides evidence useful to the evaluation and modification of TK- 12 educational programs.
• Develop, oversee, and drive the process of creation, implementation, coordination, and assignment of state and federally mandated reform issues, programs, and / or legislation.
• Provide training for administration and staff for effective implementation of programs.
• Direct the preparation and maintenance of a variety of narrative and statistical reports, records and files; operate a computer to input data and generate reports; maintain a longitudinal collection of data for reporting to state and federal agencies or for District purposes.
• Conduct and oversee cost/benefits analysis of educational programs, including grant-funded programs.
• Monitor and evaluate the alignment of educational programs to the Local Control and Accountability Plan (LCAP).
• Develop a system for monitoring the impact of educational reform programs on student achievement.
• Direct the training, development and evaluation of school personnel.
• Oversee the process and make recommendations for the modification, revision, or elimination of educational programs not aligned to the LCAP and goals, or not advancing student achievement.
• Serve on county and state committees for the high school and assessment programs.
• Develop, monitor, and supervise intervention and retention programs at the high school level.
• Oversee and coordinate the implementation of programs assigned to the department.
• Confer with Human Resources and support the implementation of collective bargaining agreements for certificated and classified employees as they relate to employees supervised.
• Provide technical expertise, information and assistance to the Assistant Superintendent, Instructional Services, regarding assigned functions.
• Direct and participate in the preparation and administration of budgets for assigned programs.
• Select, supervise, train and evaluate assigned administrative, professional and clerical staff.
• Perform other duties as assigned.

OTHER DUTIES:

• Ensure that an annual plan is developed for the high school program and ensure the achievement of the results expressed in that plan are in accordance with the specified standards of quality, quantity, time and resources.
• Ensure the preparation of an annual objective comparative analysis of results achieved in relation to the objectives of the above plan.
• Ensure an annual improvement plan is developed for each high school and ensure the achievement of the results expressed in each plan.
• Ensure that each high school principal, working with their Site Council, provides annually an objective, comparative analysis of results achieved in relation to the Single Plan for School Achievement.
• Ensure the coordination and integration of activities among the various high schools.
• Ensure program articulation between the elementary, middle and high schools in cooperation with the Director, Elementary Education & Director, Middle School.

ABILITY TO :

• Demonstrate effective instructional organizational and administrative leadership.
• Develop and implement strategies that ensure all students, particularly those from underrepresented groups, have access to high-quality education and resources.
• Empower leadership and delegate responsibilities to subordinate staff.
• Analyze problems, identify potential solutions and make appropriate and effective decisions.
• Establish effective organizational and community relationships.
• Effectively supervise and evaluate staff and establish a positive work climate.

Incorporated within one or more of the previously mentioned performance responsibilities, which are essential functions of this job description, are the following essential physical requirements.

• Ability to work at a desk, conference table or in meetings of various configurations.
• Ability to circulate for extended periods of time.
• Ability to see for purposes of reading laws and codes, rules and policies and other printed matter and observing students.
• Ability to understand speech at normal levels.
• Ability to communicate professionally and clearly in small and larger group settings.

The CVUSD Governing Board is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. (BP 0410)

Any applicant who attempts to directly contact individual Board Members with the intent of influencing the decision of the Board will be considered disqualified from candidacy for this position.

A New Federal Taskforce Targets Cybersecurity in Schools

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The U.S. Department of Education has launched a council to help K-12 schools strengthen their cybersecurity practices, the agency announced on March 28.

The “government coordinating council,” which includes representatives from federal agencies, state education departments, education technology leaders, superintendents, and principals, will be responsible for hosting cybersecurity-training activities, recommending policies, and communicating best practices to help schools respond to and recover from cybersecurity threats and attacks, according to the department.

The council is part of the federal response to K-12 schools’ cybersecurity challenges. Schools have become the leading target for cybercriminals, and for years, education organizations have advocated additional federal resources to help schools boost their network security.

Cyberattacks are costly, not just financially but also academically. The loss of learning time after a cyberattack has ranged from three days to three weeks, and recovery time from the attack can take anywhere from two to nine months, according to a 2022 U.S. Government Accountability Office report . School districts have also lost between $50,000 and $1 million per cyberattack, the report found.

“Small, rural, and even medium-sized and large districts are struggling with being understaffed and not having the expertise to handle cybersecurity,” said Keith Krueger, a member of the council and the CEO for the nonprofit Consortium for School Networking, a membership organization for district education technology leaders. “There are many opportunities for the federal government to provide value, but it can be overwhelming. No one has the time to look into every [federal] agency that could potentially help.”

Noelle Ellerson Ng, the associate executive director of advocacy and governance for AASA, The School Superintendents Association, said it’s a great sign that schools are at the table as part of the conversation on a broader cybersecurity approach. AASA nominated two superintendents to serve on the council: Heather Perry of the Gorham schools in Maine and Gustavo Balderas of the Beaverton schools in Oregon.

“The No. 1 thing I’d be looking for is a substantive conversation where it’s not just providing a forum for feedback but actually making the feedback actionable,” Ellerson Ng said.

Along with CoSN and AASA, other education groups on the council include the State Educational Technology Directors Association, the Council of the Great City Schools, and the National Association of Secondary School Principals.

The council hosted its inaugural meeting on March 28.

“This is really the beginning,” Krueger said. “This is like a giant steamship. It takes a while to turn the wheels, but we already see quite a difference. A year or two or three ago, there was very little focus on [cybersecurity] resources for K-12.”

The launch comes seven months after the White House hosted the first K-12 cybersecurity summit , where Secretary of Education Miguel Cardona and first lady Jill Biden unveiled the cybersecurity initiative that includes the government coordinating council.

As part of the White House initiative, the federal Cybersecurity and Infrastructure Security Agency will provide tailored assessments and cybersecurity training and exercises for K-12 schools. The FBI will release updated resource guides so state governments and education officials know how to report cybersecurity incidents and can leverage the federal government’s cyber-defense capabilities. Some education technology companies also made commitments to provide free or low-cost cybersecurity-training resources to school districts.

States are seeking to help schools address cyberattacks, too. States enacted nearly twice as many new cybersecurity laws with implications for education last year as they did the year before, according to a CoSN report . Many of the new laws aim to ensure that K-12 officials are addressing cybersecurity or attempting to connect districts with greater technical expertise.

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