Continuity of operations [[electronic resource] ] : selected agencies tested various capabilities during 2006 governmentwide exercise : report to the Ranking Member, Committee on Oversight and Government Reform, House of Representatives

• Record Nr.: UNINA9910696308603321
• Pubbl/distr/stampa: [Washington, D.C.] : , : U.S. Govt. Accountability Office, , [2007]
• Descrizione fisica: i, 63 pages : digital, PDF file
• Soggetti: Telecommuting - Government policy - United States; Crisis management in government - United States - Planning; Administrative agencies - United States - Planning
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Title from title screen (viewed on Dec. 19, 2007).; "November 2007."; Paper version available from: U.S. Govt. Accountability Office, 441 G St., NW, Rm. LM, Washington, D.C. 20548.; "GAO-08-185."
• Nota di bibliografia: Includes bibliographical references.
• Sommario/riassunto: In June 2006, FEMA conducted an exercise called Forward Challenge 06, to allow agencies to activate COOP plans, deploy essential personnel to alternate facilities, and perform essential functions. GAO was asked to describe the extent to which agencies tested continuity plans and procedures, personnel, and resources during the June 2006 exercise. To do this, GAO selected the eight civilian agencies with significant responsibilities during national disasters, analyzed agency exercise documentation, and interviewed officials to determine which test and exercise activities each agency included in its participation.

Collective Responsibility: Redefining What Falls Between the Cracks for School Reform / / by Frances Whalan

• Record Nr.: UNINA9910974534103321
• Autore: Whalan Frances
• Pubbl/distr/stampa: Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2012
• ISBN: 9789460918810; 9460918816; 9789460918827; 9460918824
• Edizione: [1st ed. 2012.]
• Descrizione fisica: 1 online resource (242 p.)
• Disciplina: 370
• Soggetti: Education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Preliminary Material -- Introduction -- Mapping the Terrain -- Research Methodology -- Exploration of the Variables Related To Collective Responsibility -- Collective Responsibility in Four Schools -- Collective Struggle -- Teacher-to-Teacher Trust and Collective Responsibility -- Pedagogical Leadership and Collective Responsibility -- Towards a Model for the Development of Collective Responsibility -- References -- Dimensions and Elements of the NSW Model of Pedagogy -- Author Biography.
• Sommario/riassunto: How to achieve school reform and organisational change has been a subject of much inquiry and interest by educators, education systems and academics. This volume advances both conceptual and methodological knowledge in understanding the cultural changes required at the school level to develop teachers’ collective responsibility for student learning. The concept of teachers’ collective responsibility is both intriguing and elusive as it traverses both sociological and psychological aspects of teaching. Five major but interconnected discourses: professional community; professional development; relational trust; accountability; and efficacy map the terrain of this complex phenomenon. Results reported in this volume provide clear evidence that collective responsibility is positively ; correlated the coherence between professional learning programs and the school’s learning goals, teachers’ commitment to enact those shared goals and teacher-to-teacher trust. In addition, teachers’ collective struggle to address pressing issues for teaching and learning, and pedagogical leadership, when embedded in the organisational capacity of a school, form a complex and dynamic set of factors influencing the development of collective responsibility. Drawing together these important findings surfaces a need to rethink how schools, education systems and academics pay attention to what falls between the cracks for school reform. This book addresses aspects of school culture that guide the choices in the development of teachers’ collective responsibility. Professional development, collective struggle, professional community, relational trust and pedagogical leadership as elements of school culture and organisational reform are modelled as a continuum of micro-political conditions interacting at the school level. This model offers new insights into the complexity of collective responsibility as a multi-dimensional phenomenon and is a useful guide to organisational changefor school and system leaders and academics whose research interests are focused on the how of organisational change.