Two-year professional development model combining institutes, site visits, and remote monitoring¶

Strategy · All strategies
Evidence · no claims cited

Description¶

ECED's professional development spans both program years: a three-day teacher institute covering orientation, creating learning targets, pacing guides, unit frameworks, assessment blueprints and plans, and a vertical alignment map; four three-day site visits per year with large-group, department, and individual coaching; and remote monitoring with feedback on curriculum documents and monthly phone check-ins. The second year, optional, allows refinement and builds capacity to sustain the work.

Design Implications¶

Context¶

Requirements¶

• Both years include the three-day institute, four 3-day site visits per year, and remote monitoring and feedback

Constraints¶

• The second year of professional development is optional

Target Learners¶

• high school math teachers

Target Learning Goals¶

• creating learning targets and assessments
• building a repertoire of high-yield instructional strategies
• sustaining curricular work

Related Strategies¶

• Designate an on-site instructional coach or leader to monitor and support ECED implementation
• Plan for regional sustainability from the start with a two-year transition to regional ownership

Examples¶

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Key Sources¶

• Every Classroom, Every Day (ECED). (2023). Program description and evidence rating. https://evidenceforessa.org/program/every-classroom-every-day-eced-math/