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.
The UC Davis School of Education’s
REEd Center moves research findings into practice and builds the
capacity of educational systems to improve teaching and learning.
Our new 2013-2018 Center Report highlights the impact of our
research practice partnerships in 189 California school
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.
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