Raise teacher awareness of new features through professional development and outreach¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's third key takeaway is that raising teacher awareness of additional features is critical so that the supports are actually used in the classroom. The interviewed teachers were self-proclaimed early adopters, but they stressed the need for greater professional development and outreach to inform all teachers of how to best use new features to support their students. One teacher sends teaching tips she finds to fellow teachers who trust and are grateful for her recommendations.

Design Implications¶

Context¶

Requirements¶

• Peer-to-peer channels such as trusted teacher recommendations can complement formal professional development

Constraints¶

Target Learners¶

• Elementary teachers using digital reading platforms

Target Learning Goals¶

• Effective classroom use of learner variability supports

Related Strategies¶

• Continuously assess and re-evaluate feature implementation through user-centered research, including default-setting experiments
• Provide targeted professional development to encourage teacher understanding and use of learner-variability features
• Use in-service training to raise teacher awareness of lingering teacher-centered styles
• Combine live cohort sessions, self-guided application, peer coaching, and virtual office hours in literacy professional learning
• Combine public information campaigns, continuous staff education, and direct outreach to identify students experiencing homelessness
• Use identified KAM social practices to guide collaborative platform features supporting teacher adoption

Examples¶

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Key Sources¶

• Tare, M., Nobles, S., & Xiao, W. (2018). Partnerships that work: Tapping research to address learner variability in young readers. Washington, DC: Digital Promise Global. https://digitalpromise.dspacedirect.org/items/e59c6e47-4209-4187-a0ef-b8da08283ec6. doi:10.51388/20.500.12265/67