Instructional Innovation Bibliography
Instructional Innovation Bibliography
Newly Added Resources
2015
Snapshot of
Major Legislation
SREB, Latest Updates
All SREB states are implementing new educator evaluation and
feedback systems. Many state legislatures in the South are
responding to the preliminary feedback from policymakers and
educators with policies that aim to strengthen implementation,
making daily evaluation and feedback practices more manageable
for administrators and teachers
This article and others are featured on the SREB Website, Latest
Updates. Check those out, especially A Flurry of Activity,
November 17, 2014. a document that recaps recent legislation and
summarizes changes to state teacher feedback and evaluation
systems. The report highlights an important trend: many SREB
state legislatures have enacted policies that aim to make
evaluation, professional learning and compensation strategies
more seamless. Download the report.
Georgia State University: Center
for Instructional Innovation
The Center for Instructional Innovation promotes cutting-edge
learning theory and practice.
It supports evidence-based learning initiatives, innovative
teaching practices, and faculty who are in search of better ways
to do things.
Innovative instructors have access to a wide variety of tools to support their teaching. Here are brief descriptions of these tools and links to more information.
Innovative instructors have access to a wide variety of tools to support their teaching. Here are brief descriptions of these tools and links to more information.
5 Highly Effective Teaching Practices
Rebecca Alber, Edutopia, February 27, 201
Educational researcher John Hattie wrote
Visible Learning for Teachers: Maximizing Impact on
Learning. Through his research, one of his goals is to
aid teachers in seeing and better understanding learning through
the eyes of their students.
Hattie has spent more than 15 years researching the influences on achievement of K-12 children. His findings linked student outcomes to several highly effective classroom practices. This article highlights five of those practices.
Hattie has spent more than 15 years researching the influences on achievement of K-12 children. His findings linked student outcomes to several highly effective classroom practices. This article highlights five of those practices.
Spread Effective Teaching From Room To Room
Stephanie Hirsh, Learning Forward, April 2015
Both individual and collective learning are critical to support
all teachers to be their best. When teachers learn together, they
learn that their colleagues share many of their needs or have
answers to their questions. They also realize they themselves
have expertise that can help others. They see that they can
contribute to collective learning and wisdom that will benefit
students beyond those assigned directly to them.
The National Commission on Teaching & America’s Future (NCTAF)
WASHINGTON, DC — May 13, 2015 — The National Commission on
Teaching and America’s Future is pleased to announce its plan to
lead a positive, collaborative, action-oriented initiative to
support great teaching. The initiative will focus on equitable
access to great teaching for all students.
The three-year initiative will include hosting joint convenings around key issues that impact the teaching profession; establishing a collective research agenda; developing tools and strategies to support teachers, both in their classrooms and careers; and building a repository of best practices, case studies, and positive examples of components of great teaching to highlight what is working well in schools. In 2016, a major report will be released that will include action steps, policy and practice recommendations, as well as a retrospective look at what has happened in the teaching profession since 1996 following the release of NCTAF’s flagship report What Matters Most: Teaching for America’s Future. The Commission report will be the catalyst for a collective effort from the stakeholder group to implement the highlighted recommendations in the 2016 report.
The three-year initiative will include hosting joint convenings around key issues that impact the teaching profession; establishing a collective research agenda; developing tools and strategies to support teachers, both in their classrooms and careers; and building a repository of best practices, case studies, and positive examples of components of great teaching to highlight what is working well in schools. In 2016, a major report will be released that will include action steps, policy and practice recommendations, as well as a retrospective look at what has happened in the teaching profession since 1996 following the release of NCTAF’s flagship report What Matters Most: Teaching for America’s Future. The Commission report will be the catalyst for a collective effort from the stakeholder group to implement the highlighted recommendations in the 2016 report.
NCTAF Teaching and America’s Future
Consult this site for articles of interest and research about
innovation in teaching.
The National Commission on Teaching & America’s Future (NCTAF) was founded in 1994 as a bipartisan effort to engage education policymakers and practitioners to address the entrenched national challenge of recruiting, developing, and retaining great teachers in order to ensure that all students have access to quality teaching in schools organized for success. For 20 years, NCTAF has worked to drive and inform the national dialogue about the importance of great teaching, especially in hard-to-staff schools. NCTAF’s research and recommendations inform innovations and improvements in teaching quality nationwide, focus attention on the importance of equitable distribution and retention of teachers, and promote promising practices for the development of teachers’ skills and career pathways.
The National Commission on Teaching & America’s Future (NCTAF) was founded in 1994 as a bipartisan effort to engage education policymakers and practitioners to address the entrenched national challenge of recruiting, developing, and retaining great teachers in order to ensure that all students have access to quality teaching in schools organized for success. For 20 years, NCTAF has worked to drive and inform the national dialogue about the importance of great teaching, especially in hard-to-staff schools. NCTAF’s research and recommendations inform innovations and improvements in teaching quality nationwide, focus attention on the importance of equitable distribution and retention of teachers, and promote promising practices for the development of teachers’ skills and career pathways.
Core Strategies for Innovation and Reform in Learning
Edutopia, May 22, 2014
Find resources to help you implement project-based learning,
social and emotional learning, comprehensive assessment, teacher
development, integrated studies, and technology integration.
10 Most Powerful Uses of Technology for Learning
Sara Briggs, Innovation Excellence, March 30, 2015
If we had to pick the top ten, most influential ways technology
has transformed education, what would the list look like? The
ways here have been identified by educational researchers and
teachers alike as the most powerful uses of technology for
learning. Lengthy description begins with critical thinking,
mobile learning and eight more.
Instructional Innovation Bibliography
2013
SREB Publications and Information
Standards for Quality Online Teaching
SREB Educational Technology Cooperative, August 2006
This publication examines what qualifications are needed to be a
quality online teacher and outlines specific standards for
academic preparation, content knowledge, online skills and
delivery, and more. The standards for quality online teaching in
this report were developed by knowledgeable, experienced resource
persons from K-12 and postsecondary education, drawn from
national and regional organizations, SREB state departments of
education, and colleges and universities.
Educator
Effectiveness
SREB (Note: Related SREB publications are listed on the right
column.)
“Policies to support educators as they improve in their
profession.”
SREB’s aim is to help states create policies that support teacher effectiveness so that students learn more in their classrooms. SREB will:
SREB’s aim is to help states create policies that support teacher effectiveness so that students learn more in their classrooms. SREB will:
– Bring the best and most current research on what works to
improve teaching — and help states translate this
knowledge into evaluation systems that create an environment where teaching improves
– Provide targeted technical assistance and consulting to states that are creating or improving policies for teacher
effectiveness, and
– Work with states to adopt policies that bring effective systems of educator support into action in their states and
districts and make a real difference in the quality of classroom teaching.
knowledge into evaluation systems that create an environment where teaching improves
– Provide targeted technical assistance and consulting to states that are creating or improving policies for teacher
effectiveness, and
– Work with states to adopt policies that bring effective systems of educator support into action in their states and
districts and make a real difference in the quality of classroom teaching.
Toward
Better Teaching: A view of evaluation policies, practices and
lessons in SREB states
SREB Educator Effectiveness, June 2013
Andy Baxter, vice president, Educator Effectiveness, Southern
Regional Education Board, prepared this report on evaluation
policies, practices and lessons in SREB states. It is the first
in a series of publications that will examine the efforts of SREB
states to prepare, place, develop, evaluate and retain effective
teachers and principals, as called for in SREB’s Challenge
to Lead 2020 Goals for Education. It is part of SREB’s
Educator Effectiveness Series.
Major Provisions of Recent Teacher Reform State Legislation
in SREB States: Teacher Evaluation, Effectiveness, Tenure,
Dismissal, Grievance and Performance Pay
SREB State Services, August 2013
This report summarizes legislation adopted by SREB states from
2010 to 2013 on teacher evaluation, effectiveness, tenure,
dismissal, grievance and performance pay.
iNACOL Publications
iNACOL National Standards for Quality Online Teaching,
Version 2
International Association for K-12 Online Learning (iNACOL),
October 2011
(The
first publication appeared in 2009)
The original initiative in Version One of the standards began
with a thorough literature review of existing online course
quality standards, followed by a survey offered to
representatives of the iNACOL network to ensure the efficacy of
the standards adopted. As a result of the research review, iNACOL
chose to fully endorse the work of the Southern Regional
Education Board’s
Standards for Quality Online Teaching and
Online Teaching Evaluation for State Virtual Schools
as a comprehensive set of criteria.
State Resources
“Alabama
Quality Teaching Standards”
Alabama Department of Education
Pursuant to the mission of improving academic achievement of all
students in the public schools of Alabama, teachers will align
their practice and professional learning with the following
standards:
– Standard 1: Content Knowledge
– Standard 2: Teaching and Learning
– Standard 3: Literacy
– Standard 4: Diversity
– Standard 5: Professionalism
– Standard 2: Teaching and Learning
– Standard 3: Literacy
– Standard 4: Diversity
– Standard 5: Professionalism
K-12
Curriculum and Instruction/NC Standard Course of Study:
Information and Technology Essential Standards
North Carolina Department of Public Instruction (DPI)
Instructional Technology staff members worked with local
education agency representatives and other DPI staff to create
Information
and Technology Essential Standards for media and technology.
These standards were developed using Bloom’s Revised Technology
and replace the Computer Skills and Information Literacy Standard
Courses of Study.
These standards are critical building blocks for the education of
our students. ITES represent the “must have” information and
technology skills and knowledge that each student must have in
order to achieve success at the next level. The standards are
designed to be delivered by classroom teachers in all curricular
areas and grade levels. As the ITES are taught throughout all
classrooms and across all curricular areas, it is essential that
classroom teachers collaborate with media coordinators and
technology facilitators in delivering this instruction. Media
coordinators and technology facilitators should be active
participants in grade level and/or curricular area planning
groups as these teams analyze student data, identify learning
goals, plan and deliver instruction, and assess student progress.
Project Share is a global online learning community where
educators collaborate, share resources and showcase
accomplishments. It is a collection of Web 2.0 tools and
applications that provides high quality professional development
in an interactive and engaging learning environment. Project
Share leverages existing and new professional development
resources for K-12 teachers across the state and builds
professional learning communities where educators can collaborate
and participate in online learning opportunities.
The mission of Project Share is to provide an interactive and engaging learning environment that offers opportunities for:
The mission of Project Share is to provide an interactive and engaging learning environment that offers opportunities for:
– Communicating and disseminating information from state, region,
and district levels.
– Creating or joining common interest networks to increase teacher-to-teacher collaboration, conversations with
experts, and communication with students in a secure online environment.
– Accessing state-adopted and approved materials, including electronic textbooks and other materials developed
through TEA partnerships.
– Accessing educational resources through The New York Times Knowledge Network, McDonald Observatory
StarDate, PBS Digital Learning Library, Texas PBS, and many others.
– Accessing Texas Education on iTunes U to explore the history and cultures of Texas, view educational tutorials,
and download resources for personalized learning.
– Collaborating on the development, dissemination, and evaluation of online professional development sessions and
courses.
– Highlighting individual accomplishments through the development of ePortfolios.
– Developing and sharing ideas and resources.
– Creating or joining common interest networks to increase teacher-to-teacher collaboration, conversations with
experts, and communication with students in a secure online environment.
– Accessing state-adopted and approved materials, including electronic textbooks and other materials developed
through TEA partnerships.
– Accessing educational resources through The New York Times Knowledge Network, McDonald Observatory
StarDate, PBS Digital Learning Library, Texas PBS, and many others.
– Accessing Texas Education on iTunes U to explore the history and cultures of Texas, view educational tutorials,
and download resources for personalized learning.
– Collaborating on the development, dissemination, and evaluation of online professional development sessions and
courses.
– Highlighting individual accomplishments through the development of ePortfolios.
– Developing and sharing ideas and resources.
Fostering Teacher Quality
“What does ‘quality teacher’ mean anyway?”
Valerie Strauss, Washington Post, September 12, 2013
The author refers to a piece on the subject by Mike Rose, a professor
at the UCLA Graduate School of Education and Information Studies
and author of several books. His most recent works are
Back to School: Why Everyone Deserves a Second Chance at
Education and
Public Education Under Siege, which he co-edited
with Michael B. Katz.
He uses one teacher who exemplifies quality and gives evidence why he chose Harriett Ball. Read his comments about “NCTQ Teacher Prep Review”, recently published by the National Council on Teacher Quality (NCTQ).
“What
Do We Mean by Teacher Quality?”
Michael Strong, Teachers College Press, 2011
This sample chapter appears in The Highly
Qualified Teacher: What Is Teacher Quality and How Do We Measure
It? by Michael Strong, Teachers College, Columbia
University, June 2011.
He writes about teacher qualifications, personal attributes,
pedagogical skills and practices, and teacher effectiveness.
“Teaching with
Technology”
Carnegie Mellon, Office of Technology for Education
In addition to keeping abreast of the general landscape of
educational technology, the Office of Technology for
Education (OTE) and the Eberly Center for Teaching
Excellence collects, synthesizes and summaries examples and
research on teaching with technology in order to identify
successful models of use. Current topics include:
A Blueprint for R.E.S.P.E.C.T: Recognizing Educational Success,
Professional Excellence and Collaborative Teaching
U. S. Department of Education, April 2013
Inspired by this growing consensus among leading national
organizations, and an opportunity to focus on and galvanize the
dialogue around teaching and leading, the U.S. Department of
Education committed to developing a responsive and robust policy
framework for transforming the profession — a policy framework
supported by research and informed by the voices of teachers and
school leaders nationwide. In developing this framework, the
department reviewed the relevant literature (see Bibliography)
and engaged educational leadership at all levels in a
collaborative dialogue.
Preparing
and Credentialing the Nation’s Teachers: the Secretary’s Ninth
Report on Teacher Quality
U.S. Department of Education, Office of Postsecondary Education,
April 2013
This ninth report on teacher quality presents information states
reported to the U.S. Department of Education in October 2011.
Title II of the Higher Education Act of 1965 (HEA), as amended in
2008 by the Higher Education Opportunity Act, requires states to
report annually on key elements of their teacher preparation
programs and requirements for initial teacher credentialing,
kindergarten through 12th grade (K-12), on a State Report Card
designated by the secretary.
“Characteristics of Highly Effective Teaching and Learning
(CHETL)”
Kentucky Department of Education, July 31, 2013
The Kentucky Department of Education worked in teams to develop
Characteristics of Highly Effective Teaching and
Learning as supports focused on the instructional core. The
teams looked at the research that establishes these
characteristics and have organized them around five components:
learning climate, classroom assessment and reflection,
instructional rigor and student engagement, instructional
relevance; and knowledge of content. Reference this document:
“Characteristics of Highly Effective Teaching and Learning Common
Characteristics of HQTL with Technology.”
Teacher
Quality
The Center for Education Reform
This site provides state-specific information related to
education reform.
Fostering Quality Teaching in Higher Education: Policies and
Practices
Fabrice Henard and Deborah Roseveare, Organisation for Economic
Co-operation and Development (OECD) Institutional Management for
Higher Education, September 2012
This guide was developed by the OECD’s Programme on Institutional
Management of Higher Education to assist higher education
institutions, university leaders and practitioners in fostering
quality teaching. Provosts, heads of academic affairs, heads of
teaching and learning improvement centers, deans and program
leaders, supporting staff, members of internal and external
quality assurance bodies, and researchers may find inspirational
content in this report.
Drawing upon case studies of institution-wide quality teaching
policies conducted by the OECD, this guide provides exposure to
new approaches and practices and the corresponding policy levers
likely to help improvement happen. Illustrations offer a unique
opportunity for learning through international experiences and
sharing insights with institutional leaders involved in quality
teaching.
Skills for Quality Teaching
How to Teach with Tech Tools
Tanya Roscoria, Center for Digital Education, February 9, 2010
This is a look at several schools and teachers are incorporating
technology effectively for learning. Technology is a great tool
for certain things, but it’s not a magic tool for everything,
which is why the
TPACK framework emphasizes a combination of technology,
content and pedagogy, Moxley said. “A good education comes from a
good teacher,” he said. “The technology is not going to suddenly
make you a better teacher.”
“The Quality Teaching Blog: Instructional Technology”
Centers for Quality Teaching and Learning
The Centers for Quality Teaching and Learning (QTL) expands and
supports high-quality teaching and effective, supportive
leadership. QTL processes bring together technology, teamwork,
student data and research-based instruction to create more
engaging lesson design for greater student achievement.
“What makes a great teacher?”
GreatSchools.org
Study after study shows that the single most important factor
determining the quality of the education a child receives is the
quality of his teacher. What makes a great teacher? Teaching is
one of the most complicated jobs today. It demands broad
knowledge of subject matter, curriculum and standards;
enthusiasm, a caring attitude and a love of learning; knowledge
of discipline and classroom management techniques; and a desire
to make a difference in the lives of young people. With all these
qualities required, it’s no wonder that it’s hard to find great
teachers.
Read the long list of characteristics of great teachers.
Read the long list of characteristics of great teachers.
“Using technology to improve learning, teaching, and research in
my professional practice”
Joelle Adams, Bath Spa University, UK, Academic.edu, June 2010
The author embarks on a search for how technology will impact her
teaching in higher education. It is a long article depicting
obstacles and successes along the way. Her conclusion: “Most
importantly, in the course of this enquiry it has become clear to
me that I have asked the wrong question. The questions I should
ask myself are actually ‘how can I improve student learning?’ or
‘how can I effectively network and communicate with colleagues?’
Technological tools may (or may not) prove useful in addressing
specific issues related to my practice, but I think it was unwise
to start from the desire to use a tool, rather than from the
issue.”
“Information
Literacy Skills”
National Forum on Information Literacy
The overarching goal of K-20 education is simple — to produce
independent, self-sufficient lifelong learners who can
successfully navigate the competitive challenges of postsecondary
educational and/or workplace opportunities.
However, in today’s world, the teaching and learning process for
doing so has become extremely complex. Our rapid transformation
into a technology-driven information society has dramatically
altered the k-16 teaching and learning landscape. And, as a
result, the sustainability of our current economic foundation,
strengthening our national security, even maintaining the very
essence of our democratic way of life depend more and more on
producing learners who not only know how to think, but know how
to problem solve within a diversified information and
communication technology universe.
In order to produce these types of digital citizens, we need to
ensure that all learners develop the information literacy skill
set that will provide them with a host of options and
opportunities, beneficial not only to them individually, but also
to our nation as well.
Check out “K-8 Information Literacy Instructional Blueprint” and “K-16 and Adult Learners Information Literacy Principles.”
Check out “K-8 Information Literacy Instructional Blueprint” and “K-16 and Adult Learners Information Literacy Principles.”
Association for College and Research Libraries
Information literacy forms the basis for lifelong learning. It is
common to all disciplines, to all learning environments, and to
all levels of education. It enables learners to master content
and extend their investigations, become more self-directed, and
assume greater control over their own learning. An
information-literate individual is able to:
– Determine the extent of information needed
– Access the needed information effectively and efficiently
– Evaluate information and its sources critically
– Incorporate selected information into one’s knowledge base
– Use information effectively to accomplish a specific purpose, and
– Understand the economic, legal, and social issues surrounding the use of information, and access and use
information ethically and legally.
– Access the needed information effectively and efficiently
– Evaluate information and its sources critically
– Incorporate selected information into one’s knowledge base
– Use information effectively to accomplish a specific purpose, and
– Understand the economic, legal, and social issues surrounding the use of information, and access and use
information ethically and legally.
Professional Development
“Technology is a Tool, NOT a Learning Outcome”
Bill Ferriter, Center for Teaching Quality, July 11, 2013
Check out the image the author designed. The motivation behind
the image was to remind teachers that carefully thinking through
just what we want our kids to know and be able to do is the first
step that we need to take when making choices about the role that
technology plays in our teaching.
“Teacher
Prep”
National Council on Teacher Quality
Read the
Teacher Prep Review 2013 Report (June 2013) Reference
the article at the top of this report:
What does ‘quality teacher’ mean anyway?
The first edition of the NCTQ Teacher Prep Review is an unprecedented evaluation of more than 1,100 colleges and universities that prepare elementary and secondary teachers. As a consumer tool, it allows aspiring teachers, parents and school districts to compare programs and determine which are doing the best — and worst — job of training new teachers.
Learn about teacher quality in your state. See how states are shaping up on policies that affect teachers. Get the inside scoop on district contracts and policies across the country. See who is leading the way and teacher prep and how they are doing it.
The first edition of the NCTQ Teacher Prep Review is an unprecedented evaluation of more than 1,100 colleges and universities that prepare elementary and secondary teachers. As a consumer tool, it allows aspiring teachers, parents and school districts to compare programs and determine which are doing the best — and worst — job of training new teachers.
Learn about teacher quality in your state. See how states are shaping up on policies that affect teachers. Get the inside scoop on district contracts and policies across the country. See who is leading the way and teacher prep and how they are doing it.
