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.
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.
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.
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.