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Professional development
Improving Student-Teacher Relationships Through Feedback: The Development and Evaluation of the Stanford/Leading Educators Wise Feedback Professional Development Learning Series
Topics: Teacher and Leader DevelopmentHigh-quality academic feedback, especially feedback that highlights errors, mistakes, misunderstandings and shortcomings, is one of the most valuable tools teachers have for promoting student growth and learning. It is how teachers help students go beyond what they could accomplish on their own… more →
Facilitating Evidence-Based Instructional Coaching With Automated Feedback on Teacher Discourse
Topics: Teacher and Leader DevelopmentInstructional coaching often aims to ground teacher professional learning in classroom evidence, yet it is labor-intensive for coaches to obtain and curate such evidence. This study explores possibilities for utilizing an automated feedback tool to support evidence-based reasoning in coaching.… more →
Measuring Elementary School Teachers' Knowledge of Teaching Vocabulary
Topics: Teacher and Leader DevelopmentTeacher Knowledge in the field of literacy has become a priority across the United States, with many states passing legislation requiring that all teachers receive adequate training on the Science of Reading. One essential component of literacy development and text comprehension is vocabulary… more →
From Funds to Frameworks: How States Operationalize Title II Education Funding
This study employs a document analysis of Every Student Succeeds Act (ESSA) plans from 2017 to 2022 to examine Title II, Part A, implementation across all states. We analyzed state-level fund allocation, leadership development activities, and discrepancies between planned and actual spending.… more →
A Degree of Choice: The Role of Occupations in Educational Decision-Making
Schooling is most closely connected to work at the highest levels of education. As a growing share of adults return to higher education after beginning work, we ask how individuals draw on their work experience and career values to select a graduate program. We draw on two independent but… more →
Using Large Language Models to Analyze Preservice Teacher Feedback and Reflections During Clinical Teaching
Topics: Teacher and Leader DevelopmentClinical teaching is vital for preservice teacher (PST) development, yet field supervisors’ roles are understudied. This study analyzes over 11,000 supervisor evaluations and PST reflections from a Texas teacher preparation program using large language models to extract measures of feedback… more →
Expanding Access to Highly Effective Educators for All Students: A Review of Recent Evidence
Topics: Teacher and Leader DevelopmentWe have long known that some teachers are much more effective than others. Highly effective teachers and their students thrive in ways that have been hard to replicate on a large and consistent scale. In this paper, we read across studies to identify actionable lessons about what it will take to… more →
SEEDS of Early Learning: A Randomized Controlled Trial of an Early Literacy Teacher Professional Development Program
Topics: Teacher and Leader DevelopmentNORC at the University of Chicago designed and implemented an impact evaluation of the SEEDS of Learning (SEEDS) professional development (PD) program on behalf of the Kenneth Rainin Foundation, in collaboration with Kidango. SEEDS of Learning is an evidence-based PD program that prepares early… more →
Does Increased Agency Improve the Effectiveness of Self-Directed Professional Learning for Educators?
Dorottya Demszky, Heather C. Hill, Eric S. Taylor, Ashlee Kupor, Deepak Varuvel Dennison, Chris Piech.Topics: Teacher and Leader DevelopmentThe role of teacher agency in professional learning has been the subject of several qualitative studies but has not yet been tested in an experimental setting. To provide causal evidence of the impact of teacher agency on the effectiveness of professional learning, we conducted a preregistered… more →
Measuring the Affective Language of Principals' Evaluation Feedback and Investigating Differences by Principal Gender and Race
Topics: Teacher and Leader DevelopmentOver the past decade, reforms to principal evaluation systems have sought to incorporate formal feedback structures as a lever for principal improvement. However, we know little about the feedback that principals receive. Using statewide administrative data from Tennessee, including principals’… more →
Teaching Teachers to Use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence
Topics: Student LearningMastery learning – the process by which students must demonstrate proficiency with a single topic before moving on – is well recognized as one of the best ways to learn, yet many teachers struggle or remain unsure about how to implement it into a classroom setting. This study leverages two field… more →
Untapped Potential? Understanding the Paraeducator-to-Teacher Pipeline and its Potential for Diversifying the Teacher Workforce
Paraeducators are among the largest categories of public education employees and are increasingly seen as a pool of potential teachers. However, little is known about paraeducator-to-teacher transitions. Using statewide administrative data, we show that while paraeducators may be more racially/… more →
Answering the call: How changes to the salience of job characteristics affects college students’ decisions
Tags: Professional developmentCollege students make job decisions without complete information. As a result, they may rely on misleading heuristics (“interesting jobs pay badly”) and pursue options misaligned with their goals. We test whether highlighting job characteristics changes decision making. We find increasing the… more →
What matters and for whom? Exploring characteristics of teacher residency programs and their relationship to participant perceptions
Topics: Teacher and Leader DevelopmentThis concurrent mixed methods study descriptively explores teacher residency programs (TRPs) across the nation. We examine program and participant survey data from the National Center for Teacher Residencies (NCTR) to identify important TRP structures for resident support.
Clinical teaching learning trajectory: Exploring field supervisor written feedback on clinical teacher pedagogy
Topics: Teacher and Leader DevelopmentTags: Professional developmentField supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which… more →
The Achievement Effects of Scaling Early Literacy Reforms
Topics: Student LearningWhile legislators have implemented many “science of reading” initiatives in the last two decades, the evidence on the impact of these reforms at scale is limited. In this pre-registered, quasi-experimental study, we examine California’s recent initiative to improve early literacy across the… more →
Practice-Based Teacher Education Pedagogies Improve Responsiveness: Evidence from a Lab Experiment
Zid Mancenido, Heather C. Hill, Jeannette Garcia Coppersmith, Hannah Carter, Cynthia Pollard, Chris Monschauer.Topics: Teacher and Leader DevelopmentGiven the limited time available during teacher preparation, teacher educators must make zerosum choices about the pedagogies they choose to prepare pre-service teachers. Yet the field lacks rigorous causal evidence regarding the relative efficacy of different pedagogies to inform teacher… more →
Different methods for assessing pre-service teachers’ instruction: Why measures matter
Topics: Teacher and Leader DevelopmentTeacher preparation programs are increasingly expected to use data on pre-service teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to… more →
“Refining” Our Understanding of Early Career Teacher Skill Development: Evidence From Classroom Observations
Topics: Teacher and Leader DevelopmentNovice teachers improve substantially in their first years on the job, but we know remarkably little about the nature of this skill development. Using data from Tennessee, we leverage a feature of the classroom observation protocol that asks school administrators to identify an item on which the… more →
M-Powering Teachers: Natural Language Processing Powered Feedback Improves 1:1 Instruction and Student Outcomes
Topics: Teacher and Leader DevelopmentAlthough learners are being connected 1:1 with instructors at an increasing scale, most of these instructors do not receive effective, consistent feedback to help them improved. We deployed M-Powering Teachers, an automated tool based on natural language processing to give instructors feedback… more →