- Increase the number of highly effective middle and high school teachers serving high-needs students by engaging 1,500 teachers in Reading Apprenticeship professional learning and science/engineering Inquiry Design Groups.
- Improve middle and high school students’ reading comprehension and science achievement by increasing opportunities to collaborate and engage with more varied and challenging science and engineering tasks and texts.
- Build local capacity for sustained implementation and dissemination through teacher leader development, regional support, and new tools.
- 1,500 teachers will experience evidence-based professional learning and integrate literacy practices into their content area instruction, increasing the learning opportunities of more than 100,000 students.
- Open source text-inquiries with teacher guides for middle and high school science and engineering teachers will be created and widely disseminated.
- 380 teacher leaders and regional partners will increase their knowledge of disciplinary literacy and deepen local capacity to sustain instructional improvement.
- A randomized controlled trial will examine the impact of the professional learning on student learning and achievement in science/engineering.
The evaluation of the SETDI project will provide rigorous evidence regarding both the implementation of SETDI and its impacts on teacher effectiveness.
Impact Evaluation Questions
- What is the impact of blended, cross-disciplinary professional learning on teacher practice?
- What is the impact on students’ science literacy among middle and high school students?
- What is the impact on students’ ELA achievement among middle and high school students?
- What is the impact on students’ science achievement among middle and high school students?
Formative Evaluation Questions
- To what extent do teachers participate in planned SETDI activities, such as face-to-face trainings, online PLCs, and school team meetings?
- To what extent do teacher leaders participate in planned SETDI activities, such as regional network meetings, the online leadership course, PLCs, and school team meetings?
- To what extent do teachers participating in SETDI implement Reading Apprenticeship practices with fidelity?
- What factors are contributing to or hindering teachers’ preparation to implement effective literacy practices in their classrooms?
- To what extent do participating science teachers demonstrate high quality of instruction?
- What is the relationship between quality of instruction among science teachers participating in SETDI, fidelity of implementation of SETDI, and students’ academic outcomes?