We define Aspirations as the ability to dream and set goals for the future while being inspired in the present to reach those dreams - both dreaming and doing. These two aspects (dreaming and doing) provide us with a visual quadrant, the Aspirations Profile, presented in this paper.
This paper outlines the 3 Guiding Principles, which provide educators with a practical model that can be used to guide professional experiences, from the individual classroom to the entire school staff. If professional development, goal setting, and evaluation support each of the Guiding Principles, teachers will be more likely to achieve professional and personal success.
The 8 Conditions That Make a Difference™ help all members of the school community implement and live out the 3 Guiding Principles. Based on more than three decades of research, the 8 Conditions are outlined in this paper.
Quaglia Quoted Links
21st Century Skills and the Workplace
Microsoft Partners in Learning, Pearson Foundation, and Gallup
This Gallup report, published in partnership with Microsoft Partners in Learning and Pearson Foundation, explores the relationships between 21st century skills developed in the classroom, student aspiration in schools, and perceived quality of work later in life. QISA research in the field of student aspirations was used to inform their research.
The My Education Report was made for young people, by young people. Led by nine Youth Ambassadors from the U.K., My Education was produced with Pearson Foundation and Teach First, and uses My Voice data to present key issues for today's youth.
Quaglia School Voice National Reports
Teacher Voice Report
Teacher Voice is as critical to the success of schools as Student Voice. Teachers are professional educators with much practical experience and wisdom. We must move towards an educational system in which all participants and stake-holders--students, teachers, administrators, parents, community members--have a voice in decision-making. For more information about Teacher Voice visit www.tvaic.org
This report is rooted in a simple idea: In order for schools to be successful, they must listen to, learn from, and lead with the students and teachers who comprise the very life of the school itself. Whether schools choose to accept our view that the goal of schools should be to support each and every student's aspirations, or not; whether schools believe as we do that the Self-Worth, Engagement, and sense of Purpose of every student and teacher is critical to their academic and professional success in school, or not; whether schools think ensuring each student's sense of Belonging, Fun & Excitement, and Confidence to Take Action are part of the job of teaching, or not; we urge schools to consider the voice of students and teachers in all projects and programs moving forward.
The underlying philosophy of the My Voice Survey and the Quaglia Institute for Student Aspirations is that students have something to teach us. The 2014 My Voice National Student Report (Grades 6-12) reveals the voices of students from across the United States and demonstrates the vital importance of listening to them.
A visually rich summary of the findings of the most recent My Voice National report. This summary includes the voices of actual students, highlighting the importance of Self-Worth, Engagement, and Purpose to their academic motivation.
The underlying philosophy of the My Voice Survey and the Quaglia Institute for Student Aspirations is that students have something to teach us. The 2013 My Voice National Student Report (Grades 6-12) reveals the voices of students from across the United States and demonstrates the vital importance of listening to them. The My Voice Survey comprises 63 statements that address the 8 Conditions, as...
The underlying philosophy of the My Voice Survey and the Quaglia Institute for Student Aspirations is that students have something to teach us. The 2012 My Voice National Student Report (Grades 6-12) reveals the voices of students from across the United States and demonstrates the vital importance of listening to them. The My Voice Survey comprises 63 statements that address the 8 Conditions, as well as a set of demographic questions. For the present report,...
This report summarizes findings from the 2012 My Voice National Student Report (Grades 6-12), which was completed by 94,248 students in grades 6-12 during the 2011-2012 academic year, representing 355 schools from across the United States.
The 2011 My Voice National Student Report provides students an opportunity for their voices to be heard and demonstrates the vital importance of listening to them. The My Voice Survey comprises 63 statements that address the 8 Conditions, as well as a set of demographic questions. For the present report, the My Voice Survey was completed by 57,883 students in grades 6-12 during 2010-11 academic year, representing 203 schools from across the United States.
The 2011 My Voice National Student Report summary of results, produced by Pearson Foundation, highlights major conclusions from this internationally recognized survey. These results measuring student perceptions in schools - from small rural schools to large urban districts - can be used to create a student-centered environment where children feel safe, valued and supported.
The My Voice Student Aspirations Survey assesses various aspects of student aspirations by asking students to respond to 63 statements about the 8 Conditions, as well as a set of demographic questions. For the present report, the My Voice Survey was completed by 19,444 students in grades 6-12 during the spring of 2010. Forty-three schools from six different states (from the South, Midwest, and Northeast regions of the United States) representing various sizes and socioeconomic...
This report summarizes findings from the 2012 My Voice National Student Report (Grades 6-12), which was completed by 19,444 students in grades 6-12 during the spring of 2010. Forty-three schools from six different states (from the South, Midwest, and Northeast regions of the United States) representing various sizes and socioeconomic backgrounds were included.
Between fall 2006 and spring 2008, 414,243 students in grades 6-12 completed the My Voice Student Aspirations Survey at 569 schools in 32 states representing various sizes and socioeconomic backgrounds. This survey asked students to respond to 57 statements about the 8 Conditions to better understand what motivates and inspires students to achieve, and how well students believe their school is meeting those objectives.
The My Voice Staff Aspirations Survey assesses staff aspirations by asking questions based on the 8 Conditions. By asking how staff perceive the school environment, My Voice provides educators and those that support them with a powerful tool for understanding both what motivates and inspires every person to achieve, and how well the staff believes their school is meeting those objectives. Between fall 2006 and spring 2008, 20,913 staff members completed this survey; 63% were...
Rigor, Relevance, and Relationships
Raymond J. McNulty and Russell J. Quaglia
How can students meet high academic standards if they don't believe in their ability to do so? This article, featured in AASA's The School Administrator, promotes an instructional framework for unlocking the door to engage high school students to learn at appropriate levels.
This book uses the 8 Conditions as a framework for improving school leadership. Administrators are presented with challenges, reflections, and action steps for effectively using the 8 Conditions as a leadership model.
Student Voice and Resilience in Learning
Kristine Fox, Megan Bedford, and Brian Connelly
Although research has a lot to say about how to foster academic resilience, encouraging student voice - which an abundance of research shows to have a positive effect on school success - has been largely overlooked (Mager & Nowak, 2012; McNulty & Quaglia, 2007; Mitra, 2004). This ASCD Express article looks at how student voice and academic success are inextricably linked - even among students from challenged backgrounds.
Making an Impact on Student Aspirations: A Positive Approach to School Violence
Russell J. Quaglia
Published in the NASSP Bulletin, this article shares an approach to make schools safer places for students using the 8 Conditions.
Moving Beyond School-Business Partnerships and Creating Relationships
Casey Cobb and Russell J. Quaglia
This paper describes the various types of school-business partnerships that exist in rural America. Data were derived from an extensive review of literature and limited field observations and interviews. Findings indicate that little formal research has been conducted on reform-model, school-business partnerships. Two strands of thought regarding the organizational and personal interactions between schools and businesses are identified--the partnership domain and the relationship domain. The partnership domain is characterized by a static process, a well-defined...
The Three Phases of Change
Russell J. Quaglia and David W. Brown
Published in the American School Board Journal (Vol. 181, No. 8), this article discusses school districts that are implementing change through the phases of investigation, facilitation, and cultivation, and where staff members are encouraged to develop professionally according to their individual choices and their levels of success and commitment.
Open Up TWM: Make Room for School Restructuring Through Aspirations
Constance M. Perry and Russell J. Quaglia
This paper, published in Education (Vol. 113, No. 4) describes the components of the University of Maine's Aspirations School Improvement Project (ASIP) which is designed to raise student and staff aspirations as a strategy for school improvement.
Living the Mission
Michael Corso, Linda Lucey, and Kristine Fox
This look at successful schools whose mission statements drive all decisions was featured in the October 2012 American School Board Journal. Includes case studies and the top three steps schools can take to start living out their own mission statements.
Eight Ways to Motivate Your Staff
Sara E. Quay and Russell J. Quaglia
Published in NAESP's Principal (January/February 2005), this article describes eight conditions that principals can support to motivate faculty and staff to achieve their fullest potential.
Toward a Theory of Student Aspirations
Russell J. Quaglia and Casey D. Cobb
Student aspirations is a term that is used frequently in education, yet there is little understanding and agreement as to what it means and even less understanding about its origin. The purpose of this paper, published in the Journal of Research in Rural Education (Vol. 12, No. 3) is to trace some of the key historical perspectives of the construct of aspirations, and from this backdrop introduce a new manner in which to view student aspirations.
The Myth of Lay Policy Making at the State Level: State Boards of Education in the 1990s
Patricia F. First and Russell J. Quaglia
Published in Planning and Changing (Vol. 21, No. 2), this paper examines how, as state legislatures have become increasingly involved in establishing educational policy, state boards' authority has diminished.
Integrating Knowledge in Educational Administration: Moving Beyond Content. Improving the Preparation of School Administrators. Notes on Reform No. 3
Gordon Donaldson and Russell J. Quaglia
An experiential course in administrative practice was designed at the University of Maine to address public and professional demands for competency-centered preparation courses. The course employs a predesigned case study replicating a school setting to move students beyond theory and into the interpersonal relationships and personal dimensions of school leadership practices. The underlying conceptual framework that guided course development is presented in three sections: (1) a description of the laboratory course design and structure; (2)...
Socialization of the Beginning Teacher: A Theoretical Model from the Empirical Literature
Russell J. Quaglia
Published in Research in Rural Education (Vol. 5, No. 3), this paper examines the experiences and socialization process of beginning teachers. Finds that entry experiences often include unmet expectations that cause stress, frustration, and ultimately lead to exit from the profession. When attributing meaning to surprising events, beginning teachers rely on organizational and individual inputs.
Raising Student Aspirations- The Need to Share a Vision Quaglia & Breen 1991
Russell Quaglia and Dorothy Breen
This article, published in School Counselor (Vol. 38, No. 3) presents selected data comparing aspirations of rural youths with those of suburban and urban youths; discusses the roles of the school counselor and of the principal to examine how these roles relate to the fostering of student aspirations; and offers workable solutions for the principal and school counselor to work collaboratively in the school to enhance student aspiration.
A Study of Underlying Variables Affecting Aspirations of Rural Adolescents
Russell J. Quaglia and Constance M. Perry
This paper, published in Adolescence (Vol. 30, No. 117), examines aspirations in a different light by analyzing variables which can be directly influenced by the student, family, and/or school personnel. Aspirations are comprised of two major components - inspiration and ambitions.
The Active Voice: The Role of Student Voice in Promoting Students' Engagement in School
Dr. Matthew J. Bundick
This is a commentary draft of the paper presented by Dr. Matthew J. Bundick at the American Educational Research Association (AERA) 2012 Conference in Vancouver, BC, Canada.
The progression of 30 plus years of research and fieldwork on voice and aspirations has led to the School Voice Model, which represents a dynamic process that allows all stakeholders in the school community to develop their voice in a way in which it is heard, respected, and valued.
Russ discusses School Voice efforts around the world with Simon Feasey of the UK and Melissa Phillips Morse of Cobb County Georgia. Simon and Melissa talk about how they implemented school voice and the tremendous effect it has had on both teachers and students. Learn how teacher engagement and student achievement are going through the roof.
How can we most influence student learning? When students have voice, they are 7 times as motivated, and when students are engaged, they are 16 times as motivated. Russ Quaglia and Michael Corso review their research and discuss practical tips for making your classroom and your school powerful drivers for student learning AND teacher satisfaction.
Dr. Quaglia was joined by Ingrid Paalman-Dijkenga from the Netherlands, Susan Koulianos and her team from Harding Elementary School in Youngstown, Ohio, and Dr. Lisa Lande, Executive Director of the Teacher Voice and Aspirations International Center.
Dr. Quaglia continued his discussion on global school improvement efforts with Gavin Dykes, Program Director of the Education World Forum and the Asian Summit on Education and Skills. Gavin and Russ involved participants to cover common obstacles to teacher and student voice, and different ways to overcome them.
School Voice: Amplifying Success (January)
Dr. Russ Quaglia's monthly webinar series continued January 13 with a brief overview and update of the various School Voice efforts happening around the world. Mr. Steve Kenning, Chief Executive of the Aspirations Academies Trust, joined this webinar to share experiences from Great Britain.
School Voice: Amplifying Success (December)
Video of Dr. Russ Quaglia's webinar from Dubai, with Mr. Andrew Torris, Director of Universal American School of Dubai.
Student Voice, Aspirations, and Santa Claus
In two sessions using the cutting edge webinar format, Shindig, Dr. Quaglia and Dr. Corso discussed the importance of student voice and how that impacts student aspirations and overall student success in schools. They shared from both the Student Voice and Teacher Voice Surveys and implications for Santa will be evident.
Recording and slides from the Teacher Voice discussion with Dr. Russ Quaglia and Dr. Lisa Lande. Can we possibly give students their voice without teachers having voice as well? Authentic deep learning occurs best in open environments, where both teachers and students can take risks and feel they have a role in decisions. Participants discuss the impact they can have on education and the obstacles, tips, and tricks to more open educational environments.
School Voice: Amplifying Success (November)
Audio recording of November 11, 2015 webinar.
Education Fast Forward EFF11
EFF11: Mobile learning for the Masses? Mobile learning has triggered again the discussions about the unfulfilled potential of technology in education. With quite different meanings according to contexts, m-learning has recently emerged as a major opportunity to transform school education, bring more learning opportunities at home or even to reach marginalized populations, be that from a geographical or social perspective. In short, one would think that mobile learning is...
A short video interview with Russell Quaglia and Michael Corso filmed at Corwin Press.
Dr. Russ Quaglia discusses how teachers know best in the run up to ASCD14 @EveryLearner.
Dr. Russ Quaglia believes students must be partners in decision making if we are serious about wanting schools to improve. This was part of his message at ASCD14 @EveryLearner Someday is Now!
Dr. Russ Quaglia shares his concern about the multiple goals schools have. He suggests schools should prepare students to just be ready (period). This was part of his message at ASCD14 @EveryLearner Someday is Now!
Dr. Russ Quaglia's ASCD Preview
A preview of Dr. Russ Quaglia's presentation at ASCD14 @EveryLearner.
Cultural Competency & the "Relationship Gap": Closing the Achievement Gap
Dr. Rhonda Talford Knight
Dr. Rhonda Talford Knight asks, "How do we address the 'Relationship Gap' that exists between culturally diverse students and teachers?" This webinar explores three main topics: how we define culture, the role culture plays in teaching and learning, and cultural competency.
Why Learner Voice
Gavin Dykes, Education World Forum; Dr. Russell Quaglia & Dr. Michael Corso, QISA
International leader in educational innovation and technology, Gavin Dykes, joins QISA President & Founder, Dr. Russell Quaglia for a discussion of how personalization can increasingly lead to learning that is better-tuned to student aspirations, enthusiasms, and ambitions.
Program Evaluation: How to Count What Really Counts
Sarah Rawlings, Director of Research and Evaluation, QISA
With a focus on professional educators who drive decisions based on data, rather than "data-driven decision-making," this webinar will help educators evaluate programs in a way that leads to action.
Student Voice: Are We Ready?
Dr. Russell Quaglia & Dr. Michael Corso, QISA
Despite a growing fan base, student voice has not yet been meaningfully integrated within our schools; this webinar features a discussion between QISA leaders, Dr. Russell Quaglia and Dr. Michael Corso, about the readiness factors that must be assessed and revisited in schools seeking to foster purposeful dialogue with students.
Engaging Students: From Responsibility for Self to National Leaders
Dawn Haywood, Chief Executive, Student Engagement Trust & Director, Aspirations Academies Trust
This webinar explores an approach to student voice and leadership that provides a pathway for students to take responsibility for themselves and their own learning.
Race to the Top & My Voice
Dr. Russell Quaglia, QISA President & Founder
Dr. Russell Quaglia speaks about My Voice Ohio in the Race to the Top effort.