Training Outside experts provide teachers with Sessions are face to Sessions are Improved teacher multiple opportunities to observe the use face and typically extensive (i.e., 14 knowledge Extensive of the practice, be observed using the facilitated by outside hours or more) qualitative and Improved teacher skill practice, examine student work, apply new experts for teachers and often occur experimental in the training setting knowledge to existing teaching repertoire, with similar over the course of research from and plan how to integrate new instructional contexts a year or more. various fields knowledge/skill into their unique (e.g., literacy, (e.g., special classroom contexts. mathematics, education, behavior) or (e.g., general how to use data for education, school decision making). psychology) Professional Research is inconclusive. One Primarily face to face of teachers A small body of Learning experimental study involved four steps: led by a facilitator qualitative research Communities (1) debrief research discussed at prior suggests that teachers (PLCs) meeting; (2) discuss research on a new report changes in topic, referring to articles assigned to read practice and improved Primarily on the topic; (3) discuss how research can student learning. qualitative be applied in teaching practice, referring research from One study suggests to common teaching materials and general education teacher knowledge and identifying specific ways in which the and business. One practice may improve curriculum can be adjusted to include experimental if a four-step research-based teaching practices; and (4) study from procedure is followed. plan a lesson using research with a education. Use of this procedure facilitator and other teachers, identifying also may yield specific changes. Research is improved student inconclusive but learning. suggests that PLCs should shared values and incorporate opportunities for collaboration, including reflective dialogue among teachers.
Training Extensive qualitative and experimental research from various fields (e.g., special education, general education, school psychology) Outside experts provide teachers with multiple opportunities to observe the use of the practice, be observed using the practice, examine student work, apply new knowledge to existing teaching repertoire, and plan how to integrate new knowledge/skill into their unique classroom contexts. Sessions are face to face and typically facilitated by outside experts for teachers with similar instructional contexts (e.g., literacy, mathematics, behavior) or (e.g., how to use data for decision making). Sessions are extensive (i.e., 14 hours or more) and often occur over the course of a year or more. Improved teacher knowledge Improved teacher skill in the training setting Professional Learning Communities (PLCs) Primarily qualitative research from general education and business. One experimental study from education. Research is inconclusive but suggests that PLCs should shared values and incorporate opportunities for collaboration, including reflective dialogue among teachers. Research is inconclusive. One experimental study involved four steps: (1) debrief research discussed at prior meeting; (2) discuss research on a new topic, referring to articles assigned to read on the topic; (3) discuss how research can be applied in teaching practice, referring to common teaching materials and identifying specific ways in which the curriculum can be adjusted to include research-based teaching practices; and (4) plan a lesson using research with a facilitator and other teachers, identifying specific changes. Primarily face to face of teachers led by a facilitator A small body of qualitative research suggests that teachers report changes in practice and improved student learning. One study suggests teacher knowledge and practice may improve if a four-step procedure is followed. Use of this procedure also may yield improved student learning.
models_of_support_-_matric_discuss_guide-final_3.docx