Categories for Education Resources
August 31, 2020
Structured Environment Overview. An effective classroom behavior management program involves both proactive strategies to prevent challenging behavior, and reactive strategies to respond to challenging behavior when it occurs. One type of proactive strategy is attending to the physical environment of the classroom, including how desk arrangement, visual displays, and classroom noise can affect student behavior. Modifying characteristics of the physical environment is a primary intervention in a multitiered system of support (MTSS). This overview summarizes research on the effects of the physical classroom environment on student behavior.
Citation: Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Structured Environment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-structured-environments.
August 14, 2020
Returning to School Toolkit for Principals. This toolkit is designed to help structure principal’s thinking about the return to school, in whatever form that takes. The toolkits is structured to point and direct administrators to where to find help. The guidelines offer context for the use of the tools and tip sheets, and suggestions for actions you might consider.
The Returning to School: A Toolkit for Principals is organized around four sections:
These sections of the Toolkit for Principals are not meant to be sequential; one is not more important than the others. Scan the four sections and consider how they might support your preparation for a successful return to school, and your transition to schooling in this new reality.
This publication is one of eight in a series of resources Return to School from the National Comprehensive Center.
- Guide to After-Action Reviews
- Better Together: A Coordinated Response for Principals and District Leaders
- Mitigating Harm for Vulnerable Populations
- Rapid Response: Informational Resources on Improving Social and Emotional Learning and Outcomes
- Scenario Planning
- Budgeting in a Crisis
- Considerations for supporting a successful start to the 2020-2021 school for students with disabilities
Citation: Benton, K., Butterfield, K., Manian, N., Molina, M., Richel, M. (2020). Returning to School Toolkit for Principals. Rockville, MD: National Comprehensive Center at Westat. https://www.compcenternetwork.org/sites/default/files/local/5704/Returning%20to%20School%20Toolkit%20for%20Principals%20(07-16-2020).pdf
July 6, 2020
The story of professional development is illustrative of problems common to educational interventions. The American education system values in-service training, spending range from $18,000 annually per teacher. Like many promising practices found effective in controlled conditions, in-service training fails in the field. Ample evidence points to new teachers being insufficiently prepared, and in-service training is used to fill the gap. Schools invest extensively in teacher induction in the early years of a teacher and supplement this with continuous development over a career. Unfortunately, training is delivered in the least productive ways, such as emphasizing theory and demonstrating skills in simulated exercises rather than on real students. These efforts produce poor results—not surprising since they ignore the research, which shows the value of giving teachers opportunities to practice in real-world settings, tying training to existing procedures, and following up with monitoring and feedback. Only a fraction of the money is directed toward coaching, the method that research shows produces long-lasting results.
Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview Teacher Professional Development. Oakland, CA: The Wing Institute. quality-teachers-in-service.
June 30, 2020
Remote forms of K-12 instruction have become increasingly prevalent as schools expand their use of educational technologies to allow for learning beyond that which takes place in brick and mortar classrooms. Remote instruction may offer a number of benefits, including reduced costs and increased student access to courses and instruction that would not be available otherwise. However, while research is limited, evidence to date suggests that fully remote instruction and virtual schools are not as effective as the face-to-face instruction that takes place in traditional schools, particularly for struggling students. Blended instructional models have shown more promise, particularly those that enable differentiated instruction through technologies such as intelligent tutoring. The success of remote instruction likely in part depends on a number of implementation factors, such as the degree to which equitable access to digital tools and resources is provided, whether and how students’ metacognitive skills that are essential for more independent, self-regulated learning are developed, the capacity of preparation and professional development to foster teachers’ technological pedagogical content knowledge, and the extent to which parents can engage in ways that allow them to effectively support their children’s learning at home.
Citation: Donley, J., Detrich, R., States, J., & Keyworth, (2020). Remote Learning Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/effective-instruction-computers.
June 8, 2020
WestEd is a nonprofit organization tasked with promoting excellence, achieve equity, and improve learning for children, youth, and adults. WestEd offers consulting and technical assistance, evaluation, policy, professional development, and research and development to support and improve education outcomes.
As the world rallies to respond to the current public health crisis, schools across the globe have closed their doors to stop the spread of the new coronavirus and its associated disease, COVID-19. Wested has developed and compiled resources to assist schools in responding to this crisis.
The resources include;
Distance & At-Home Learning
Health, Safety, & Well-Being
Online Professional Development
Resource Planning & Management
Science & Mathematics
May 29, 2020
|The 2020 pandemic is unprecedented in living memory. This event necessitates schools adopting new technologies and teachers mastering new ways of delivering instruction. Education is engaged in a grand experiment, implementing new practices in fifty states with over 13,000 school districts. Change on this magnitude would be daunting even in normal times, and is particularly difficult in a decentralized system such as in the United States. What we know is there are bound to be many failures. Fortunately, the past 15 years have seen remarkable progress in the creation of a science of implementation to address such hurdles. This paper offers examples of failed practices in guiding schools to avoid making similar mistakes over the coming year. |
Citation: States, J., & Keyworth, R. (2020). Why Practices Fail. Oakland, CA: The Wing Institute. https://www.winginstitute.org/roadmap-overview
May 29, 2020
The Covid-19 pandemic has resulted in school closings for the remainder of the year in 48 of 50 states and a sharp turn toward remote instruction in order to finish the year as best as possible. Issues and concerns previously in the background, such as inequitable access to technology including internet access for online learning at home, are now front and center. Districts and states have been exploring creative ways to bridge the digital divide, such as delivering Wi-Fi hotspots and devices to children without technology and internet access, using public television, creating printed packets, and making creative use of the mobile and smartphones that most families in the United States now have.
Citations: Donley, J., Detrich, R., States, J., & Keyworth, (2020). Remote Learning Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/effective-instruction-computers.
March 25, 2020
School Principal Retention Overview. Principals are critical to determining teaching quality, and in turn, student learning and achievement; retaining effective principals therefore is paramount, particularly in schools striving for rapid improvement. Principal turnover is higher in public charter than traditional public schools, in part because many charter schools are located in economically disadvantaged areas which have higher turnover rates generally. Less effective principals are more likely to leave their schools, which may imply the chance for improved school outcomes if they are replaced by more effective principals; however, research has yet to explore the extent to which this occurs. Working conditions found to influence principal turnover include negative disciplinary environments, lack of autonomy in decision-making regarding personnel and finances, and salary, whose impact is moderated by job benefits and other nonmonetary working conditions. District and policy characteristics such as tenure/union membership and policies intended to reduce teacher turnover also reduce the likelihood of principal turnover, as do high-quality professional development and support programs. Principal turnover incurs significant financial costs, and often leads to increased teacher turnover and decreased student achievement, unless a ready supply of more effective principals is available to replace low-performing ones. Evidence-based strategies to improve principal retention include coaching, mentoring and leadership supports tailored to a principal’s school context, and pipeline initiatives designed to increase the supply of high-quality candidates through recruitment, preparation, and ongoing development and support. Targeted financial incentives to work in high-needs schools coupled with improvements to principals’ working conditions can enhance retention, as can principal accountability systems that given principals increased autonomy but that also focus on ensuring they can build teacher capacity for the use of evidence-based instructional strategies.
Citation: Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Retention Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-leadership-principal-retention.
March 23, 2020
The Adoption of Curricula in K-12 Schools: An Exploratory Qualitative Analysis. This exploratory qualitative study investigated how school districts engage in the process of adopting curricula for use in grades K-12 and what factors influence administrators when making adoption decisions. The author and a graduate student used a semi-structured interview protocol to interview 21 building- and district-level administrators employed by an economically and geographically diverse sample of school districts in the United States. After completing the interviews, the author and four researchers employed thematic analysis to analyze the data. Results suggest that the curriculum adoption process varies between school districts and, for some, from one curriculum adoption to the next. Most respondents reported engaging in at least one of the following activities during the adoption process: gathering information, initial screening, engaging committees, reviewing potential programs, piloting, and obtaining approval. The factors that influence administrators’ adoption decisions fall into four categories: alignment, need, evidence, and aspects of programs. Based on the data obtained in this study, the author proposes a sequence of activities to follow during a curriculum adoption.
Citation: Rolf, K. (2020). The Adoption of Curricula in K-12 Schools: An Exploratory Qualitative Analysis. Utah State University. https://drive.google.com/file/d/1O_rvmZKGE8rCf_nVTdOwgy4AVk-Gw6hH/view
March 6, 2020
What do surveys of program completers tell us about teacher preparation quality? Over the past twenty years, educators, policymakers, and the public have increasingly expressed interest in finding out which teacher preparation programs (TPP) produce the best teachers. One of the tools offered to identify exemplary pre-service training is satisfaction surveys of graduates. A 2019 teacher survey finds, “only 30 percent of general education teachers feel ‘strongly’ that they can successfully teach students with learning disabilities, and only 50 percent believe those students can reach grade-level standards.” Surveys highlight a misalignment between the intended outcomes of teacher preparation and the actual worth of the training teacher candidates receive. Given the potential importance of teacher surveys, it is imperative that policymakers and teacher educators better understand the efficacy of polling for providing program accountability and information for improving TTP performance.
This study provides a large-scale examination of how new teacher’s perception of the quality TTP training is associated and predictive of quality instruction. The study finds that perceptions of TTP are modestly associated with the effectiveness and retention of first and second-year teachers. The authors find that new teachers who perceive training to be supportive in critical skills were more productive on the job, and were more likely to remain a teacher after the first year in the classroom. Supportive learning environments were associated with extensive training in establishing orderly and positive classroom learning environments, communicating high expectations for students, and forming supportive relationships with all students. Those teachers who received training in classroom management were more effectively develop strategies for addressing conduct issues that arise on the job. This evidence of supportive learning environments suggests that TPPs should consider ways, to enhance the quality of preparation opportunities to master classroom management, building relationships with students, and creating high expectations for student success.
Citation: Bastian, K. C., Sun, M., & Lynn, H. (2018). What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality?. Journal of Teacher Education, 0022487119886294.