Research

Teacher Leadership Development: Title II SEED Grant

Investigator: Carol Booth Olson

Funding: U.S. Department of Education (USDE)

The UCI Writing Project (UCIWP) staff met with staff from the targeted high-needs Orange County high school, and created a professional development plan for eight meetings (30 hours) in 2012-2013 to address Common Core State Standards (CCSS) aligned reading, writing, and language instruction. This professional development provided one full- and one half-day in-service per school quarter, aligned with the quarterly standards on the school’s newly created curricular maps. Each full-day in-service provided teaching strategies and implementation planning time. At each quarterly half-day follow-up, teachers brought student work resulting from the use of strategies learned earlier at the full day in-service. Additionally, teachers had the opportunity to discuss the pacing of their curricular maps, making revision suggestions when appropriate. 

This continued partnership between the targeted high school and the UCI Writing Project staff is intended to increase knowledge of the following:

  • the effectiveness of cognitive strategies instruction in improving students’ reading and writing test scores,
  • the effect of professional development that requires quarterly implementation and analysis of student work, and
  • the transition process for a high-needs high school to CCSS-based instruction. 

Knowledge gained will inform future professional development as well as be shared in the ongoing Writing Project institutes.