The SOAR Professional Learning Model was implemented in the Los Angeles Unified School District (LAUSD) to build district capacity to support coaches and teachers in the academic language and literacy development of English learners.
Findings from an evaluation conducted by the Johns Hopkins University School of Education, Center for Research and Reform in Education found that overall:
Tulare County Office of Education (TCOE) and Riverside County Office of Education (RCOE) partnered with REEd during the 2017-2018 academic year to integrate the SOAR Teaching Frames into their existing teacher development programs to foster the professional growth of teacher interns and beginning teachers. Through a series of professional learning sessions, coaches, instructors, and instructional leaders indicated that they have integrated the SOAR Teaching Frames into their respective roles, and have seen a shift in their own practice.
Robla SD is on a journey to innovate an educator evaluation system that embraces accountability and continuous improvement, redefining how instructional leaders think about professional growth and how they support growth. Through the ITQ grant, REEd is providing Robla with a process and model to engage in conversations with teachers and principals about how to be partners in supporting effective practices. This is challenging work, and there is no one-size-fits-all solution.
At a macro level, teacher shortage is traditionally attributable to cyclical forces of supply and demand. Further, teacher attrition and turnover contribute to teacher shortages. At the micro level, the effects of organizational conditions and school characteristics significantly influence teacher turnover and attrition, even when controlling for teacher characteristics.
REEd piloted a project to work with a group of teachers in a Vacaville USD elementary school to use the Mursion technology in support of student learning. We convened grades 4-6 teachers to develop scenarios for student-to-student interactions to strengthen their disciplinary discussion skills.
Specifically, the focus on disciplinary discussions is to foster student’s ability to engage in student-to-student academic conversations where they build and elaborate on other’s ideas, express their own ideas clearly, and co-construct meaning.
Between 2014 and 2016, REEd at UC Davis worked closely with schools, districts, and county office of education throughout California on the Integrated Professional Learning Systems (IPLS) initiative. IPLS aimed to ensure that support for teaching practices was an integral component of every teacher evaluation and professional growth system in California.
J. Koppich and Associates, an external education consulting firm, worked with REEd to document the lessons learned from the Integrated Professional Learning Systems (IPLS) initiative between 2014 and 2016.
Growth Minded Practices for California Principals
Designed as a task force capable of re-shaping the way principals and teachers interact, the Principal Excellence Project (PEP) seeks to promote High-Leverage Leadership Practices in our schools by increasing the involvement of our principals. Following suit with recommendations from the California Department of Education to improve teacher evaluation processes, the PEP Task Force was charged with developing a report that: