Instructional Innovation Bibliography


Instructional Innovation Bibliography

Newly Added Resources

Snapshot of Major Legislation
SREB, Latest Updates

All SREB states are implementing new educator evaluation and feedback systems. Many state legislatures in the South are responding to the preliminary feedback from policymakers and educators with policies that aim to strengthen implementation, making daily evaluation and feedback practices more manageable for administrators and teachers
This article and others are featured on the SREB Website, Latest Updates. Check those out, especially A Flurry of Activity, November 17, 2014. a document that recaps recent legislation and summarizes changes to state teacher feedback and evaluation systems. The report highlights an important trend: many SREB state legislatures have enacted policies that aim to make evaluation, professional learning and compensation strategies more seamless. Download the report.

Georgia State University: Center for Instructional Innovation
The Center for Instructional Innovation promotes cutting-edge learning theory and practice.

It supports evidence-based learning initiatives, innovative teaching practices, and faculty who are in search of better ways to do things.
Innovative instructors have access to a wide variety of tools to support their teaching. Here are brief descriptions of these tools and links to more information.

5 Highly Effective Teaching Practices
Rebecca Alber, Edutopia, February 27, 201

Educational researcher John Hattie wrote Visible Learning for Teachers: Maximizing Impact on Learning. Through his research, one of his goals is to aid teachers in seeing and better understanding learning through the eyes of their students.

Hattie has spent more than 15 years researching the influences on achievement of K-12 children. His findings linked student outcomes to several highly effective classroom practices. This article highlights five of those practices.

Spread Effective Teaching From Room To Room
Stephanie Hirsh, Learning Forward, April 2015

Both individual and collective learning are critical to support all teachers to be their best. When teachers learn together, they learn that their colleagues share many of their needs or have answers to their questions. They also realize they themselves have expertise that can help others. They see that they can contribute to collective learning and wisdom that will benefit students beyond those assigned directly to them.

The National Commission on Teaching & America’s Future (NCTAF)

WASHINGTON, DC — May 13, 2015 — The National Commission on Teaching and America’s Future is pleased to announce its plan to lead a positive, collaborative, action-oriented initiative to support great teaching. The initiative will focus on equitable access to great teaching for all students.

The three-year initiative will include hosting joint convenings around key issues that impact the teaching profession; establishing a collective research agenda; developing tools and strategies to support teachers, both in their classrooms and careers; and building a repository of best practices, case studies, and positive examples of components of great teaching to highlight what is working well in schools. In 2016, a major report will be released that will include action steps, policy and practice recommendations, as well as a retrospective look at what has happened in the teaching profession since 1996 following the release of NCTAF’s flagship report What Matters Most: Teaching for America’s Future. The Commission report will be the catalyst for a collective effort from the stakeholder group to implement the highlighted recommendations in the 2016 report.

NCTAF Teaching and America’s Future

Consult this site for articles of interest and research about innovation in teaching.
The National Commission on Teaching & America’s Future (NCTAF) was founded in 1994 as a bipartisan effort to engage education policymakers and practitioners to address the entrenched national challenge of recruiting, developing, and retaining great teachers in order to ensure that all students have access to quality teaching in schools organized for success. For 20 years, NCTAF has worked to drive and inform the national dialogue about the importance of great teaching, especially in hard-to-staff schools. NCTAF’s research and recommendations inform innovations and improvements in teaching quality nationwide, focus attention on the importance of equitable distribution and retention of teachers, and promote promising practices for the development of teachers’ skills and career pathways.

Core Strategies for Innovation and Reform in Learning

Edutopia, May 22, 2014

Find resources to help you implement project-based learning, social and emotional learning, comprehensive assessment, teacher development, integrated studies, and technology integration.

10 Most Powerful Uses of Technology for Learning
Sara Briggs, Innovation Excellence, March 30, 2015

If we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The ways here have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Lengthy description begins with critical thinking, mobile learning and eight more.


Instructional Innovation Bibliography

SREB Publications and Information

Standards for Quality Online Teaching
SREB Educational Technology Cooperative, August 2006

This publication examines what qualifications are needed to be a quality online teacher and outlines specific standards for academic preparation, content knowledge, online skills and delivery, and more. The standards for quality online teaching in this report were developed by knowledgeable, experienced resource persons from K-12 and postsecondary education, drawn from national and regional organizations, SREB state departments of education, and colleges and universities.

Educator Effectiveness
SREB (Note: Related SREB publications are listed on the right column.)

“Policies to support educators as they improve in their profession.”
SREB’s aim is to help states create policies that support teacher effectiveness so that students learn more in their classrooms. SREB will:
– Bring the best and most current research on what works to improve teaching — and help states translate this
  knowledge into evaluation systems that create an environment where teaching improves
– Provide targeted technical assistance and consulting to states that are creating or improving policies for teacher
  effectiveness, and
– Work with states to adopt policies that bring effective systems of educator support into action in their states and
  districts and make a real difference in the quality of classroom teaching.

Toward Better Teaching: A view of evaluation policies, practices and lessons in SREB states
SREB Educator Effectiveness, June 2013

Andy Baxter, vice president, Educator Effectiveness, Southern Regional Education Board, prepared this report on evaluation policies, practices and lessons in SREB states. It is the first in a series of publications that will examine the efforts of SREB states to prepare, place, develop, evaluate and retain effective teachers and principals, as called for in SREB’s Challenge to Lead 2020 Goals for Education. It is part of SREB’s Educator Effectiveness Series.

Major Provisions of Recent Teacher Reform State Legislation in SREB States: Teacher Evaluation, Effectiveness, Tenure, Dismissal, Grievance and Performance Pay
SREB State Services, August 2013

This report summarizes legislation adopted by SREB states from 2010 to 2013 on teacher evaluation, effectiveness, tenure, dismissal, grievance and performance pay.


iNACOL Publications

iNACOL National Standards for Quality Online Teaching, Version 2
International Association for K-12 Online Learning (iNACOL), October 2011

(The first publication appeared in 2009)
The original initiative in Version One of the standards began with a thorough literature review of existing online course quality standards, followed by a survey offered to representatives of the iNACOL network to ensure the efficacy of the standards adopted. As a result of the research review, iNACOL chose to fully endorse the work of the Southern Regional Education Board’s Standards for Quality Online Teaching and Online Teaching Evaluation for State Virtual Schools as a comprehensive set of criteria.

State Resources

“Alabama Quality Teaching Standards”
Alabama Department of Education

Pursuant to the mission of improving academic achievement of all students in the public schools of Alabama, teachers will align their practice and professional learning with the following standards:
– Standard 1: Content Knowledge
– Standard 2: Teaching and Learning
– Standard 3: Literacy
– Standard 4: Diversity
– Standard 5: Professionalism

K-12 Curriculum and Instruction/NC Standard Course of Study: Information and Technology Essential Standards
North Carolina Department of Public Instruction (DPI)

Instructional Technology staff members worked with local education agency representatives and other DPI staff to create Information and Technology Essential Standards for media and technology. These standards were developed using Bloom’s Revised Technology and replace the Computer Skills and Information Literacy Standard Courses of Study.
These standards are critical building blocks for the education of our students. ITES represent the “must have” information and technology skills and knowledge that each student must have in order to achieve success at the next level. The standards are designed to be delivered by classroom teachers in all curricular areas and grade levels. As the ITES are taught throughout all classrooms and across all curricular areas, it is essential that classroom teachers collaborate with media coordinators and technology facilitators in delivering this instruction. Media coordinators and technology facilitators should be active participants in grade level and/or curricular area planning groups as these teams analyze student data, identify learning goals, plan and deliver instruction, and assess student progress.
Project Share is a global online learning community where educators collaborate, share resources and showcase accomplishments. It is a collection of Web 2.0 tools and applications that provides high quality professional development in an interactive and engaging learning environment. Project Share leverages existing and new professional development resources for K-12 teachers across the state and builds professional learning communities where educators can collaborate and participate in online learning opportunities.

The mission of Project Share is to provide an interactive and engaging learning environment that offers opportunities for:
– Communicating and disseminating information from state, region, and district levels.
– Creating or joining common interest networks to increase teacher-to-teacher collaboration, conversations with
  experts, and communication with students in a secure online environment.
– Accessing state-adopted and approved materials, including electronic textbooks and other materials developed
  through TEA partnerships.
– Accessing educational resources through The New York Times Knowledge Network, McDonald Observatory 
, PBS Digital Learning Library, Texas PBS, and many others.
– Accessing Texas Education on iTunes U to explore the history and cultures of Texas, view educational tutorials,
  and download resources for personalized learning.
– Collaborating on the development, dissemination, and evaluation of online professional development sessions and
– Highlighting individual accomplishments through the development of ePortfolios.
– Developing and sharing ideas and resources.


Fostering Teacher Quality

“What does ‘quality teacher’ mean anyway?”
Valerie Strauss, Washington Post, September 12, 2013

The author refers to a piece on the subject by Mike Rose, a professor at the UCLA Graduate School of Education and Information Studies and author of several books. His most recent works are Back to School: Why Everyone Deserves a Second Chance at Education and Public Education Under Siege, which he co-edited with Michael B. Katz.

He uses one teacher who exemplifies quality and gives evidence why he chose Harriett Ball. Read his comments about “NCTQ Teacher Prep Review”,  recently published by the National Council on Teacher Quality (NCTQ).

“What Do We Mean by Teacher Quality?”
Michael Strong, Teachers College Press, 2011

This sample chapter appears in The Highly Qualified Teacher: What Is Teacher Quality and How Do We Measure It? by Michael Strong, Teachers College, Columbia University, June 2011.
He writes about teacher qualifications, personal attributes, pedagogical skills and practices, and teacher effectiveness.

“Teaching with Technology”
Carnegie Mellon, Office of Technology for Education

In addition to keeping abreast of the general landscape of educational technology, the Office of Technology for Education (OTE) and the Eberly Center for Teaching Excellence collects, synthesizes and summaries examples and research on teaching with technology in order to identify successful models of use. Current topics include:

A Blueprint for R.E.S.P.E.C.T: Recognizing Educational Success, Professional Excellence and Collaborative Teaching
U. S. Department of Education, April 2013

Inspired by this growing consensus among leading national organizations, and an opportunity to focus on and galvanize the dialogue around teaching and leading, the U.S. Department of Education committed to developing a responsive and robust policy framework for transforming the profession — a policy framework supported by research and informed by the voices of teachers and school leaders nationwide. In developing this framework, the department reviewed the relevant literature (see Bibliography) and engaged educational leadership at all levels in a collaborative dialogue.

Preparing and Credentialing the Nation’s Teachers: the Secretary’s Ninth Report on Teacher Quality
U.S. Department of Education, Office of Postsecondary Education, April 2013

This ninth report on teacher quality presents information states reported to the U.S. Department of Education in October 2011. Title II of the Higher Education Act of 1965 (HEA), as amended in 2008 by the Higher Education Opportunity Act, requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade (K-12), on a State Report Card designated by the secretary.

“Characteristics of Highly Effective Teaching and Learning (CHETL)”
Kentucky Department of Education, July 31, 2013

The Kentucky Department of Education worked in teams to develop Characteristics of Highly Effective Teaching and Learning as supports focused on the instructional core. The teams looked at the research that establishes these characteristics and have organized them around five components: learning climate, classroom assessment and reflection, instructional rigor and student engagement, instructional relevance; and knowledge of content. Reference this document: “Characteristics of Highly Effective Teaching and Learning Common Characteristics of HQTL with Technology.”

Teacher Quality
The Center for Education Reform

This site provides state-specific information related to education reform.

Fostering Quality Teaching in Higher Education: Policies and Practices
Fabrice Henard and Deborah Roseveare, Organisation for Economic Co-operation and Development (OECD) Institutional Management for Higher Education, September 2012

This guide was developed by the OECD’s Programme on Institutional Management of Higher Education to assist higher education institutions, university leaders and practitioners in fostering quality teaching. Provosts, heads of academic affairs, heads of teaching and learning improvement centers, deans and program leaders, supporting staff, members of internal and external quality assurance bodies, and researchers may find inspirational content in this report.
Drawing upon case studies of institution-wide quality teaching policies conducted by the OECD, this guide provides exposure to new approaches and practices and the corresponding policy levers likely to help improvement happen. Illustrations offer a unique opportunity for learning through international experiences and sharing insights with institutional leaders involved in quality teaching.


Skills for Quality Teaching

How to Teach with Tech Tools
Tanya Roscoria, Center for Digital Education, February 9, 2010

This is a look at several schools and teachers are incorporating technology effectively for learning. Technology is a great tool for certain things, but it’s not a magic tool for everything, which is why the TPACK framework emphasizes a combination of technology, content and pedagogy, Moxley said. “A good education comes from a good teacher,” he said. “The technology is not going to suddenly make you a better teacher.”

“The Quality Teaching Blog: Instructional Technology”
Centers for Quality Teaching and Learning

The Centers for Quality Teaching and Learning (QTL) expands and supports high-quality teaching and effective, supportive leadership. QTL processes bring together technology, teamwork, student data and research-based instruction to create more engaging lesson design for greater student achievement.

“What makes a great teacher?”

Study after study shows that the single most important factor determining the quality of the education a child receives is the quality of his teacher. What makes a great teacher? Teaching is one of the most complicated jobs today. It demands broad knowledge of subject matter, curriculum and standards; enthusiasm, a caring attitude and a love of learning; knowledge of discipline and classroom management techniques; and a desire to make a difference in the lives of young people. With all these qualities required, it’s no wonder that it’s hard to find great teachers.

Read the long list of characteristics of great teachers.

“Using technology to improve learning, teaching, and research in my professional practice”
Joelle Adams, Bath Spa University, UK,, June 2010

The author embarks on a search for how technology will impact her teaching in higher education. It is a long article depicting obstacles and successes along the way. Her conclusion: “Most importantly, in the course of this enquiry it has become clear to me that I have asked the wrong question. The questions I should ask myself are actually ‘how can I improve student learning?’ or ‘how can I effectively network and communicate with colleagues?’ Technological tools may (or may not) prove useful in addressing specific issues related to my practice, but I think it was unwise to start from the desire to use a tool, rather than from the issue.”

“Information Literacy Skills”
National Forum on Information Literacy

The overarching goal of K-20 education is simple — to produce independent, self-sufficient lifelong learners who can successfully navigate the competitive challenges of postsecondary educational and/or workplace opportunities.
However, in today’s world, the teaching and learning process for doing so has become extremely complex. Our rapid transformation into a technology-driven information society has dramatically altered the k-16 teaching and learning landscape. And, as a result, the sustainability of our current economic foundation, strengthening our national security, even maintaining the very essence of our democratic way of life depend more and more on producing learners who not only know how to think, but know how to problem solve within a diversified information and communication technology universe.
In order to produce these types of digital citizens, we need to ensure that all learners develop the information literacy skill set that will provide them with a host of options and opportunities, beneficial not only to them individually, but also to our nation as well.

Check out “K-8 Information Literacy Instructional Blueprint” and “K-16 and Adult Learners Information Literacy Principles.”


Association for College and Research Libraries

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information-literate individual is able to:
– Determine the extent of information needed
– Access the needed information effectively and efficiently
– Evaluate information and its sources critically
– Incorporate selected information into one’s knowledge base
– Use information effectively to accomplish a specific purpose, and
– Understand the economic, legal, and social issues surrounding the use of information, and access and use
  information ethically and legally.


Professional Development

“Technology is a Tool, NOT a Learning Outcome”
Bill Ferriter, Center for Teaching Quality, July 11, 2013

Check out the image the author designed. The motivation behind the image was to remind teachers that carefully thinking through just what we want our kids to know and be able to do is the first step that we need to take when making choices about the role that technology plays in our teaching.

“Teacher Prep”
National Council on Teacher Quality

Read the Teacher Prep Review 2013 Report (June 2013) Reference the article at the top of this report: What does ‘quality teacher’ mean anyway?

The first edition of the NCTQ Teacher Prep Review is an unprecedented evaluation of more than 1,100 colleges and universities that prepare elementary and secondary teachers. As a consumer tool, it allows aspiring teachers, parents and school districts to compare programs and determine which are doing the best — and worst — job of training new teachers.

Learn about teacher quality in your state. See how states are shaping up on policies that affect teachers. Get the inside scoop on district contracts and policies across the country. See who is leading the way and teacher prep and how they are doing it.