Equitable Access to Effective Teachers

Submitted by bmp20 on

Region 7 Comprehensive Center (R7CC) will provide intensive technical assistance to the MDE’s Office of Teaching and Leading that builds capacity to implement their key initiative for ensuring all schools have effective teachers. Activities undertaken as part of the project include conducting an evidence-based assessment of capacity and readiness to strengthen the PGS implementation with a focus on professional growth.

Implementing Professional Learning Communities for the WWC Practice Guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle Schools

Submitted by nge21a on
The project’s short-term goals include:
• Regional English learner coaches and demonstration site district representatives will increase their understanding of how to facilitate the use of the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School practice guide with teachers.

Training and coaching on adolescent literacy strategies for grades 4-12 content area teachers

Submitted by nge21a on

The goal of this training and coaching project is to support grades 4-12 content area teachers, literacy coaches, and district and state education agency administrators in the installation and initial implementation of evidence-based literacy instruction strategies in three state-selected districts in Mississippi: Canton Public School District, Columbus Municipal School District, and Laurel Public School District. In addition, the Mississippi Department of Education has expressed an interest in scaling up the project statewide.

Evaluating the effect of an emergent literacy professional learning community on teacher knowledge, practice, and student achievement in phonological awareness, print knowledge, oral language, and vocabulary

Submitted by narcher on

Research questions for the proposed TCTS

1. What is the effect of the PLC-EL on pre-kindergarten teacher knowledge in the areas of print knowledge, phonological awareness, oral language, and vocabulary?

2. What is the effect of the PLC-EL on pre-kindergarten teachers' print knowledge, phonological awareness, oral language, and vocabulary instructional practice?

3. What is the effect of the PLC-EL on student achievement at the end of pre-kindergarten in print knowledge, phonological awareness, oral language, and vocabulary?

Building the Capacity of the North Carolina Department of Public Instruction to Support CSI School Principals and Coaches Implementing Innovative Partnership Grants (IPGs)

Submitted by aeh06f on

This project supports the effective implementation of Innovative Partnership Grants (IPGs) awarded to CSI schools in North Carolina by assisting the SEA in providing strategic professional development and guidance to school coaches, principals, and district liaisons working with schools receiving IPGs. The problem addressed by this project is the high number of CSI and TSI schools in the state and the reduction in support from the SEA for these identified low-performing schools.

Implementing Professional Learning Community: Emergent Literacy at demonstration sites in South Carolina

Submitted by aeh06f on

The goal of this coaching project is to support the installation and initial implementation of the Professional Learning Community: Emergent Literacy (PLC-EL; Kosanovich et al., 2020) in pre-kindergarten sites in South Carolina. PLC-EL was developed in response to requests from members of REL Southeast’s School Readiness Partnership, which sought to strengthen evidence-based literacy and language practices in preschool classrooms. The PLC-EL suite of materials includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language.

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