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Tripod 7Cs Professional Development Research Project MCS Overview

Purpose To identify effective and cost-efficient methods of providing differentiated support to teachers through innovative professional development guided by the Tripod 7Cs of Effective Teaching 720 Math and Science teachers will receive detailed reports of their Tripod Student Perception Survey results and access to a resource library of videos, activities, articles, and professional tools tailored to the Tripod 7Cs of Effective Teaching o 120 will receive intensive personalized professional coaching o 600 will receive access to a supportive, collaborative, professional online network, the Tripod 7Cs Community

District Impact

Timeframe Key Milestones

Oct 2011 Sep 2014 Dec 2011 organize team & design professional development (PD) interventions May 2012 - complete clinical trial June 2012 issue clinic trial findings Aug 2012 - recruit participants into at scale trial Sep 2012 issue Tripod student survey online reports Sep 2012 complete further refinements of PD interventions May 2013 complete delivery of PD interventions Sep 2013 - issue at scale short term findings Sep 2014 - issue at scale final report Tripod student perception surveys & reports to maximize teacher motivation MyTeachingPartner (MTP) 7Cs consultancy intensive one-on-one virtual PD which dovetails MTP with Tripod 7Cs approach 7Cs MTP online community a low cost facilitated online collaborative community structured around the 7Cs with 24/7 Access to 7Cs resource Archive including MTP PD video resources Implementation team Cambridge Education Rob Ramsdell - Project Director Lorraine McAteer - Project Manager Sarah Haavind Consultancy & Community Lead Marielle Palombo Community Architect Chantavia Burton MCS Project Coordinator Implementation team Memphis City Schools Tequilla Banks Executive Director of TEI Monica Jordan MCS Project Lead Jennifer Chandler MCS Coaching Advisor At-scale trial (Phase 2) Implementation of 2 PD interventions in MCS and potentially 2 districts in North Carolina th th Sample pool math/science 4 -12 grade teachers Potential maximum total sample - 3680 Maximum of 120 assigned to MTP 7Cs consultancy Remaining will be divided equally between 7Cs MTP community treatment and control

PD intervention components

Team members

Research team Jens Ludwig - Principal Investigator University of Chicago Ron Ferguson, Co-Investigator Harvard University Bob Pianta, Co-Investigator University of Virginia Steve Raudenbush, Co-Investigator University of Chicago Clinical trial (Phase 1) Implementation of 2 PD interventions in Memphis City Schools (MCS) th th Sample pool - ELA/social studies 4 -12 grade teachers Total sample of - 300 20 assigned to MTP 7Cs consultancy 29 recruited to 7Cs MTP community

Scope

Outcome measures

Student and teacher Tripod surveys; Classroom observations; Student value-added on achievement test scores

Tripod Student perception surveys & reports

The student perception survey includes a wide range of questions that are intended to cover key domains of teaching effectiveness that the Tripod system refers to as the 7Cs. The 7Cs of classroom-level instructional practice are: (1) Caring about students (nurturing productive relationships); (2) Controlling behavior (promoting cooperation and peer support); (3) Clarifying ideas and lessons (making success seem feasible); (4) Challenging students to work hard and think hard (pressing for effort and rigor); (5) Captivating students (making learning interesting and relevant); (6) Conferring (eliciting students feedback and respecting their ideas); (7) Consolidating (connecting and integrating ideas to support learning). Each of the 7Cs is measured using multiple items. Rather than just providing information about how a teachers students perform on standardized tests, the Tripod student surveys provide more specific (and actionable) information about what aspects of the classroom environment are relatively stronger or weaker in relation to other benchmark samples of teachers and classrooms. The fact that teachers are given not just the results of student Tripod reports in their own classrooms, but also information about the distribution of Tripod scores on different dimensions for other classrooms in the same school, other schools in the same district, and other districts, may further help motivate teachers to focus on improving areas of relative weakness. Participating teachers will receive access to their students feedback online. On-line tutorials and open clinics will be available in order to support their understanding of how to access their data. The MTP consultancy combines the research proven strength of archived video examples of bestpractice teaching with a highly supportive, individualized one-on-one consultancy focused around video recordings of participating teachers at work in their classrooms. The MTP program focuses on the importance of student-teacher interactions as the key to promoting student academic motivation, effort, and achievement. Teachers and their MTP trained consultants together assess the extent to which interactions build a positive emotional climate and provide engaging instruction that promotes higher order thinking and ample opportunities to apply knowledge. In collaboration with their MTP consultants, participants engage in a close examination of their teaching practice in terms of the 7Cs of teaching effectiveness, to design and implement action plans by completing eight cycles of MTP consultancy. Within each cycle, participants record approximately 45 minutes of classroom video to share with their MTP consultant. The consultant reviews the recording and highlights three clips that highlight student-teacher interactions related to emotional climate and engaging instructional practices. Together the consultant and teacher examine the interactions, connect them with online MTP video exemplars and resources, and build action plans targeting one of the seven Cs of teaching effectiveness to focus the next cycle and video recording. The 7Cs community (http://tripod7cs.net/) will be a closed, asynchronous environment for a community of participating teachers and supporting educators (i.e., consultants and facilitators, from both Cambridge Education and the district). It is designed to support teachers in exploring the 7Cs and MTP resources, and connecting with colleagues to develop and refine teaching practices. Participants can both draw upon and contribute to the repository of teaching resources through blog posts. They can also participate in online discussions initiated by facilitators or teacher participants. For example, discussions might involve sharing strategies for clarifying concepts (in general or in particular); reflecting on a lesson that incorporates a strategy for challenging students; or analyzing how a teacher in a classroom video clip controls the classroom to maximize learning time. Several PD Pathway Guides offer brief (~3-hour), guided professional development activities focused on a given C that members can follow, submitting evidence of their work for PDPs. Support for more independent build-your-own PD pathways is also available. Community facilitators moderate activity, including welcome messages for new members, periodic emails to members highlighting specific content, and facilitation of the discussions to focus and deepen the collaborative learning and exchange. In addition, new resources are regularly added in response to interest.

MTP 7Cs consultancy

7Cs MTP online community