Preparing Teacher Leaders: Pathways to Leadership Development
This literature review explored important factors in leadership development including distributed leadership, the identification and development of potential leaders, and the retention and support of the growing number of millennial teachers in the workforce. The report also shared examples of leadership development models and recommendations.
Building an Effective Instructional Coaching Program
This report provided guidance on best practices for instructional coaches and several examples of national models for instructional coaching; a review of the literature on adult learning theory and teacher self-efficacy as these relate to the rationale and effectiveness of instructional coaching programs; and recommended evaluation tools and timelines for implementation for program effectiveness.
Research-Based Practices in Developing and Implementing Multi-Tiered Systems of Support
This report reviewed the key features of the Multi-Tiered Systems of Support (MTSS) model, including the integration of Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS) and Social-Emotional Learning (SEL). Additionally, the report presented operational steps for implementation with fidelity, case studies, and resources.
Ethnic Studies Professional Development for Teachers
This report unpacked the research on high-quality professional development experiences surrounding ethnic studies. This report presented a collection of ethnic studies PD best practices, identified local regional experts on ethnic studies, and provided community resources for the district to explore.
Supporting Teachers in Using Data to Improve Teaching and Learning
This literature review offers strategies for creating cohesion with the district’s data-use philosophy and provides recommendations for supporting teachers on their path towards increased data literacy.
Strategies for Providing Professional Development During the COVID-19 Pandemic
This research brief describes strategies for providing relevant professional development designed to maximize teacher efficacy with online learning platforms, including available resources and examples from other districts.
Professional Learning Communities
This report identifies the benefits of Professional Learning Communities (PLCs). Research includes the design and implementation of an effective learning community, possible problems that may arise, and student learning and achievement attributed to PLCs. Many recommendations for implementation of an effective PLC are included.
PLC Efficacy
After providing the district with a Literature Review of the best practices of PLCs, a report was prepared that summarizes how one might measure the efficacy and fidelity of PLC communities, including: a demographic informational survey, a PLC participant survey, interviews, data analysis, observations, and a self-assessment.
The Impacts of Equity Training on the Longitudinal Staff Equity Survey
This report included a literature review on equity training programs and analyzed longitudinal survey data to explore the impact of CARE, Positive Behavior Interventions and Supports (PBIS), and Restorative Justice (RJ) trainings on district participants’ beliefs, attitudes, and corresponding behaviors in their classrooms.
GLAD Lab
The purpose of this study is to explore the initial effects on teachers and students of participating in the GLAD Literacy Lab. The second phase of this project investigates the subsequent impact on teachers and their students’ learning throughout the academic year. All data gathered from the notes taken during the GLAD trainings, observations, and interviews were analyzed.
Professional Development Program Evaluation
This data analysis report evaluated existing professional development (PD) job titles and roles within a school district. The data provided by the district were disaggregated, and recommendations were made. Also, research-based best practices for planning and implementing professional development were defined.
Pre-Instruction Conference
This report included data results from one school district’s pre-instruction conference, a new form of professional development offered to teachers, which allowed for teacher choice regarding session attendance. Survey data included feedback from participants regarding the keynote speaker and other session results, as well as feedback on session timing, attendance, quality, and preparation. The results were quantitative and qualitative, and recommendations for future conference preparation were made. MCPER conducted a a follow-up study providing longitudinal data on the results of this pre-instruction conference for teachers.
Innovative Professional Learning
This report expands on several key components invovling innovative and effective teacher professional development (PD). Literature surrounding teacher PD with a content focus, collaboration, embedded professional learning, and reflective practices were explored.
Equity Professional Development
This report explored recent recommendations for offering PD with an equity lens as well as examined how specific school districts implemented equity-focused PD.
Preparing New Teachers for Urban Districts
This report reviews the common challenges that urban school districts face and provides recommendations from the literature about how these districts can best prepare new teachers for these difficulties of the job. Recommendations are also provided for how urban school districts can partner with community resources to help meet families’ needs.
Instructional Coaching Evaluation Plan
This study provided a literature review on the foundations of instructional coaching in adult learning and self-efficacy theory and best practices for instructional coaches. Guidance for aligning instructional coaching programs with best practices was discussed, as well as recommendations of assessment tools that can provide various types of data, and an optimum timeline for implementation of the evaluation process.