Teaching for Effective Learning (TEL) Series
The Teaching for Effective Learning (TEL) Series supports teachers of the instructional core in schools led by Executive Development Program (EDP) graduates. TEL extends the EDP’s approach to learning and school organization to the classroom through the direct development of teachers.
EDP graduates have been introduced to critical research on how people learn and its implications for instruction. TEL drives this research into the classroom by equipping teachers with a deep understanding of its implications within the disciplines of Language and Literature, Mathematics, the Sciences, and History and Social Studies. TEL builds teachers’ capacity to use this research to support effective learning by engaging students’ preconceptions and helping learners systemically build and organize their knowledge, and take ownership of their learning processes. Teachers learn to combine a rigorous, disciplinary approach with teaching that is informed by their students’ progress and responsive to their learning needs.
The EDP also provides school leaders with an understanding of why and how they should organize their schools to support an ongoing process of practitioner inquiry, and TEL helps teachers develop the knowledge and skills they need to bring this process to life. In so doing, TEL helps EDP principals and their teachers turn their schools into robust professional learning communities focused on the learning of all students.
World-Class Instructional Practices Delivered in Three Phases
TEL consists of three sequential phases:
- Phase One: Foundations of Effective Learning
Participants develop a research-based foundation of knowledge about how people learn, including the critical role of reading, writing and oral language in learning, that provides a framework for understanding and supporting effective learning in the core subject disciplines.
- Phase Two: Teaching for Effective Learning in the Disciplines
Participants apply their understanding of how people learn and the relationship between language and learning to develop a coherent approach to learning within and across the core subject disciplines: Language and Literature, Mathematics, Science, and History and Social Studies.
- Phase Three: Instructional Planning for Effective Learning in the Disciplines
Participants extend their use of a coherent approach to learning in the core subject disciplines to incorporate curriculum planning that connects instructional plans to standards and incorporates a cycle of planning, teaching, reflection and revision that embeds a formative assessment approach so that instructional plans reflect the learning progress and needs evidenced by students.
A Powerful Combination of Cohort-based Learning and Onsite Support
Each TEL phase includes three days of classroom-based coursework organized as two-consecutive days, with a third day of coursework approximately 12 weeks later.
Each coursework session culminates with teachers designing one or more practitioner inquiries that they undertake during the intervening period before the subsequent session of coursework.
For each phase, NISL Research Advisers provide eight half-days of on-site support to help participants connect their learning to their school context, provide guidance and feedback on practitioner inquiries and help school leaders organize their school to facilitate the collaborative professional learning environment essential to effective practitioner inquiry.
Teachers in TEL are organized in cohorts of up to 30 participants. In Phase One, each cohort can consist of a mix of teachers across disciplines, whereas cohorts in Phases Two and Three are divided into four groups by discipline. It is suggested that each engagement have at least 20 participants from each content focus, and no fewer than 80 participants in total.
TEL includes both face-to-face coursework and onsite research support. Both elements are required and pricing below should be combined based on the number of participants (for coursework) and the number of schools (for Research Support).
Three days of coursework, delivered as two consecutive days plus a third day, which is intended to be conducted approximately three to six months after the first two days have been completed. This schedule is necessary to provide time for teachers to conduct practitioner inquiries that they devise during the sessions. The cost of the three days is $25,000 per cohort per phase, with up to 30 participants per cohort.
TEL includes eight half-days of on-site support from NISL Research Advisers. These experts help participants connect their learning to their school context, provide guidance and feedback on participants’ practitioner inquiries and help school leaders organize their school to facilitate collaborative professional learning. The cost of the eight half-days is $12,000 per participant per phase.
For more information regarding the TEL series, please contact firstname.lastname@example.org.