Resources!

Schools as Effective Learning Communities collaborative project

C-PEER is leading a first-of-its-kind collaborative learning project working with schools and districts in the Denver metro region. Doctoral candidate and faculty researchers from the University of Colorado Denver School of Education & Human Development and the University of Denver Morgridge College of Education have worked with Denver area schools and districts to co-design a study of effective learning community systems in schools. We are now recruiting schools to be co-participants in the 2015/16 school year.  Aside from the collaborative design, the model is unique in the support of participating schools.

Schools that participate will receive their data trend analysis, created specifically in formats to help with the required completion of the state Unified Improvement Plan and to aid in annual strategic planning. At the conclusion of the project (February 2016), schools will receive a custom report of the project findings, which we will review with the leadership team to help ensure the information is useful to continued improvement planning.

Focus of the 2015 work:

This year we focus on understanding “effective learning community” systems.  Effective school learning communities (in the classroom, among the staff, and in relationship to school leadership and to district supports) work together to support or hinder student learning growth and social-emotional growth. We will collect data to help schools understand how school structures and resources (e.g., time, curriculum/instructional programs, access, procedures), climate (e.g., trust, leadership systems), and personal aspects (e.g., teachers’ efficacy, student persistence and motivation) intersect. In the initial phase of the project, a special focus will be on identifying effective supports for professional learning, creative and critical thinking (essential for new standards as well as for student intrinsic motivation), coaching for equity, and supporting English language learners. Some Denver Public Schools may also be able to opt-in to a deeper study of teachers’ use of time, investigating ways to support teachers in being able to focus on the most important aspects of their jobs.

For more information about participation in the study, fill out the short request for information HERE

Detailed overview of C-PEER model and 2015 Effective Learning Communities project HERE

Timeline and data collection plans in detail HERE

 

Reviews of Evidence

We’ll be adding reviews of evidence on top-priority education-related topics here.  Each will have a summary paper, but we’ll also present each topic area with a graphical representation of the key issues relevant to the topic, in a “click-and-drill-down” style so that readers can go into depth if they wish.  For now, we include the following draft version of a comprehensive review of research related.  Check back for the more detailed reference version as well as additional topic areas (or, join our network to receive notices when new resources are posted).

Review of Evidence: Elements of Effective Professional Learning