This executive summary presents the key findings of a mixed-methods study conducted to understand the effects of the first year of Lindsay Unified School District’s “grow-your-own” residency program. Lessons learned from this study can serve as a resource for districts seeking to implement their own residency program in the future.
This survey intends to help leaders understand teachers’ beliefs about creativity as well as their perceptions about their instructional practices to develop students’ beliefs, knowledge, and skills about creativity.
These data sheets illustrate the findings from the pilot study of the Teacher Creativity Survey.
These data sheets, shared here in PDF format, illustrate the findings from TLA’s pilot study of the Teacher Creativity Survey.
We know that the traditional “sit and get” classroom will not help us advance towards educational equity or promote the deeper learning skills our students need to succeed. The long game of systems-change work is critical to advancing learner-centered education, but what steps can educators take today to advance such environments?
This new resource offers a comprehensive, research-backed analysis of how education systems can support the transition to learner-centered education by tapping educator mental models, motivations, and moves. For those responsible for and interested in professional learning, this resource offers steps that educators can take today to shift their practice to advance learner-centered environments.
“My hope with this report—and accompanying blogs and forthcoming exercises—is that practitioners will be able to help educators to engage in their own deeper learning and develop regular habits and practices that support learner-centered education,” said Wendy Surr, lead researcher and primary author of the report.
Have any feedback or reactions to the report you’d like to share with us? Submit a “general inquiry” through the form below.
Teacher residency programs have the potential to address two systems-level challenges exacerbated by the pandemic: educator shortages and training for novice educators. Given current teacher shortages and the need to prepare educators for the particular contexts of their communities, districts have increasingly turned to “grow-your-own” models, which, according to recent research from the National Center for Teacher Residencies, afford unique benefits. This report provides an overview of the findings of a mixed-method study conducted to understand the impacts of the first year of Lindsay Unified School District’s “grow-your-own” residency program.
TLA has found there are common implementation components – “conditions for scale” – that support planning, adoption, and scaling of innovative initiatives. Leaders seeking to implement work in classrooms must align critical supports, systems, and structures, as well as ongoing processes to establish, improve, and scale work over time. TLA’s Innovative Learning Implementation Framework, described in this document, outlines these common conditions components.
The need for professional learning does not stop in a crisis – in fact, it intensifies. Educators who are new to the field need additional support; experienced professionals need quality learning opportunities to continue their growth; and new or amplified issues arise that educators need to be equipped to address. This report describes the implementation of LUSD’s personalized professional learning pathways, the features and structures designed to support personalized professional learning, and recommendations to guide future implementations.
This fourth module concludes TLA’s in-depth analysis of the three-year Empower Teacher and School Leader (TSL) Grant at Lindsay Unified School District (LUSD). Each module has aligned to specific research questions and contributed to a broader examination of the personalized professional learning program and the performance-based compensation strategies (PBCS).
In taking a modular approach to our analysis of the three-year Empower Teacher and School Leader (TSL) Grant, TLA addressed specific research questions and built towards a broader examination of the personalized professional learning program as well as Lindsay Unified School District’s (LUSD’s) performance-based compensation strategies (PBCS).
