Researchers in a recent study found that online students' ability to self-regulate led to more focused attention and time on task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in this area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare differences between high-versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration led to higher levels of selfregulation or learning presence (forethought and planning, monitoring, strategy use, and reflection). Specifically, we explored how the use of high-collaboration technologies, such as Google Docs and Google Hangouts, impacted the level of learning presence students demonstrated while participating in a small group project. The low-collaboration group made minimal use of an asynchronous discussion forum for collaboration. Differences in collaboration were measured using student grades, peer evaluations, preand posttests, and community of inquiry surveys. In addition, quantitative content analysis and social network analysis were used to assess collaboration by examining learning presence in the two groups.

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Evaluating the superintendent is the paramount duty of the school board. Current evaluation practices are inconsistent and meaningless for providing effective feedback. The researcher was interested in understanding this issue from the school board’s perspective. Research questions addressed were: (1) What current evaluation practices exist? (2) What further training and support do school board members need? and (3) How does a school board member’s relationship with the superintendent affect their perception of the superintendent evaluation? In this qualitative study, findings confirm inadequate and inconsistent evaluation practices and a desire for ongoing support in evaluation training.

We present the results of a mixed methods study focusing on the implementation of a pilot elementary mathematics specialist (EMS) endorsement program implemented in partnership with the several educational organizations to provide teachers in high needs rural areas an opportunity to earn the EMS endorsement through coursework and instructional leadership experiences. The data presented draw from social cognitive theory and andragogy to describe the experiences of the EMS candidates throughout their endorsement program and to provide recommendations for programmatic improvements. We sought to explore ways in which the EMS candidates’ experiences within the program and school-based internship impacted their levels of self-efficacy and perceived success within the program. We also sought to determine the opportunities and barriers that exist with the EMS candidates’ respective learning environments as they implemented professional learning plans with a core set of teachers they collaborated with to improve mathematics instruction. The results of this study indicate that both EMS candidates and the teachers they worked with increased their levels of mathematics content knowledge. EMS candidates also improved their levels of self-efficacy regarding mathematics teaching and leadership skills. Furthermore, both EMS candidates and their core set of teachers improved in time spent focused on ongoing professional learning activities. Recommendations include a need to support teachers as they expand their role into instruction as well as equip school leaders to ensure they can support teacher leadership candidates in their professional growth.

The author presents a summary of the changing role of the traditional superintendent within the United States through the lens of how this work can be challenged or encouraged by the relationship with her or his respective board. The author emphasizes how the evolving roles of both the superintendent and school board member have contributed to the lack of clarity around their respective responsibilities that has influenced relational factors between these two groups. The importance of building, nurturing and sustaining relationships between the superintendent and school board in order to be proactive and prepared to encounter the many issues that school districts face daily is integral to this conversation. School boards and superintendents must understand how to collaborate beyond simply abiding by their delegated role at the time to flourish and support a successful school district.