Educator grantees in the District-Charter Collaboration Grants cited collaborative work on classroom observation, operations alignment, and curriculum development as particularly helpful to their professional development¶

Claim · All claims
Evidence · 1 study · design r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Educator grantees reported that collaborative tasks such as classroom observation, operations alignment, and curriculum development were particularly helpful to their professional development. → Alyson Burnett 2016

Evidence¶

Alyson Burnett 2016¶

Alyson Burnett, Moira McCullough, Christina Clark Tuttle. (2016). Understanding District-Charter Collaboration (Issue Brief). Princeton, NJ: Mathematica Policy Research. https://www.mathematica.org/publications/gates-district-charter-collaboration-issue-brief

q2 · i? · design · r?

Summary of Mathematica's evaluation of the seven District-Charter Collaboration Grant grantees, prepared for the Gates Foundation (2013-2016 time frame). The brief reports that "educator grantees cited their collaborative work" on observation, operations, and curriculum tasks as helpful to professional development; no effect sizes or sample details are printed in the brief.

"According to our evaluation, educator grantees cited their collaborative work on tasks such as classroom observation, operations alignment, and curriculum development as particularly helpful to their professional development."

Discussion¶

Learner Variables¶

• Collaboration — predictor: learners who differ on it differ in outcomes

Related Claims¶

• School co-locations or partnerships, aspiring-leader programs, and shared Common Core preparation are the most promising avenues for cross-sector collaboration — related
• Cross-sector leadership programs were widely viewed as the most successful collaboration grant activities, while limited grant time period and scope and lack of goal clarity hindered implementation — related
• Personalized, practice-focused collaboration around classroom observations was particularly impactful for teachers' practice improvement efforts — related
• Teacher-level cross-sector collaboration remained low across grantee sites, in part because many collaborative activities targeted school leaders rather than teachers — related