Center X Research, Practice and Policy Brief: Teacher Collaborative Inquiry

EDITORS
Emma Hipolito and Nicole Maccalla

ABSTRACT
When teachers work together using an inquiry process to solve problems of practice, the benefits to students and schools are enormous. In 2009, UCLA Center X launched an ambitious grant program to support collaborative teacher inquiry and has since funded and facilitated 75 Teacher Initiated Inquiry Projects (TIIP) across three cohorts. This brief shares the evaluation research on on the first two cohorts, links to exemplary projects, and situates the work of collaborative teacher inquiry in the larger policy effort to promote teacher professionalism.

Teacher Based Reform (T-BAR): Linking Professional Development to School Improvement

TBar Summary Report March 2013REPORT

In March 2013 the UC Davis Center for Education and Evaluation Services completed a report on the work of four T-BAR master grantees—CSU Chico, UC Davis, UCLA, UC Riverside.  Here is a summary of their findings: California’s Improving Teacher Quality State Grants Program Teacher-Based Reform (T-BAR) Master Grant Pilot Project Summary Report

PRESENTATION

In September 2013 the four T-BAR master grantees gave a presentation on their preliminary findings at the California Department of Education Improving Teacher Quality State Grants (ITQ) Program’s 2013 Project Outcomes Dissemination Meeting.


PRESENTERS

Sue Teele, University of California-Riverside, and David Maynard, CSU San Bernardino
Emma Hipolito, University of California-Los Angeles
Joanne Bookmyer, University of California-Davis,
Jerry Delsol and Eric Dyer, Woodland High School
Michael Kotar and Julie Monet, California State University-Chico represented by
Kristi Robinson and Anna Johnson, Palermo Union School District

PRESENTATION
Teacher Based Reform (T-BAR): Linking Professional Development to School Improvement (3 MB pdf)

Teacher-Driven Professional Development through the Lens of Participant Action Research

AUTHORS
Michael Kotar & Julie Monet

ABSTRACT
A teacher-driven professional development project that applied a modified action research model was designed and implemented in selected K-12 schools in California.  Small groups of teachers applied for funding through a competitive grant process. This report describes the model, provides information about participants, and reports on early research into effectiveness of the model.  The model supports teacher decision-making, and appears to increase professional empowerment and a sense of self-efficacy among teachers.  Components essential to the success of the model include teacher collaboration, administrative support, and application of the action research model.

ARTICLE
Teacher-Driven Professional Development through the Lens of Participant Action Research (5 MB pdf)

Menu