The studies included in this annotated bibliography informed the design of the Teacher/Staff and Student Creativity Surveys developed as part of a broader study on creativity in schools.
This survey intends to help leaders and educators to better understand their students’ perceptions and behaviors about creativity.
These data sheets illustrate the findings from the pilot study of the Student Creativity Survey.
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.
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.
