School and district leaders should provide tailored technical support, clear student guidance, and technical integration when deploying automated writing feedback tools¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief provides "strategies for school and district leaders to support using Ecree," drawing on its study of Ecree in grade 8–11 English language arts classrooms during the 2021–2022 school year. The strategies follow from the key findings: teachers need "tailored technical support and time," students need "clear guidance and instruction," and technical integration with systems teachers already use eases adoption. Curriculum developers might also use the brief for ideas on integrating such tools into curricula.

Design Implications¶

Context¶

Requirements¶

• Leaders and support teams must arrange tailored technical support and allow teachers time to learn the tool and integrate it with instruction.

Constraints¶

• Teachers find the feedback less useful when it does not align with their typical content sequence and grading standards; the tool may be most useful for advanced writers.

Target Learners¶

• Middle and high school students in grade 8–11 English language arts classrooms

Target Learning Goals¶

• Writing improvement through automated writing feedback

Related Strategies¶

• Provide school and district leader support strategies when adopting automated writing feedback tools like Ecree
• Provide monthly coaching and planning time, and integrate automated writing feedback tools with curriculum, to support classroom use

Examples¶

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Key Sources¶

• Isabel Callaway, Lindsay Fox, Megan Shoji. (2023). Implementing Ecree in the Classroom. Mathematica. https://www.mathematica.org/publications/implementing-ecree-in-the-classroom