 |
|||||||||||||||||||||||||||||
|
|
 |
||||||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||
|
  New MDRC Report: Providing PD to Improve Teaching and Learning Does providing instruction-related professional development to school principals set in motion a chain of events that can improve teaching and learning in their schools? This report from MDRC attempts to answer this question in its exploratory study by testing out the theory of action of the Institute for Learning using 49 elementary schools in three sites that they have been working with for at least one year prior to the study. The report's theory is that through leadership training, school principals learn about high-quality instruction and how to support their teachers to embrace and use better instructional practices. Principals will then act upon what they learned and encourage and support the professional development and improved instructional practices of their teachers. Eventually, improved instruction will result in higher student achievement. Using regression analysis, the study found statistically significant associations connecting the steps in the theory of action with some caveats. The study provides a summary the Institute’s Principles of Learning and includes an example of the rubric used in the classroom observation of teachers. For more information about the study, click on the URL link below. To download a free PDF version of the report, go to MDRC Report: Instructional Leadership, Teaching Quality, and Student Achievement. Related Resources from SchoolsMovingUp: SchoolsMovingUp's Reading Room section provides articles, books, and abstracts offering practical ideas and models for school improvement. For easy reference, resources are organized by major topics. For related information on school improvement, go to the School Improvement section of SchoolsMovingUp's Reading Room. URL: http://www.mdrc.org/publications/470/overview.html |
|
|
|||||||||||||||||||||||||||||||
 |
||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||
