Four out of five participants say they would recommend Teacher as Researcher to other educators, according to post-survey data. With its focus on evidence-based instruction, short research cycles, and teacher reflection, Teacher as Researcher is professional learning with “staying power”—the ability to be implemented and sustained by teachers and the ability to make a difference for students in the long term.
Research has shown that teacher efficacy (confidence in their instructional abilities) is highly correlated with positive results for students. Research has also shown that effective teacher data use is associated with increases in student achievement. A 2022-23 evaluation of Teacher as Researcher showed that participants reported significant increases in both efficacy and use of data.
When pre- and post-survey data from the 2022-23 school year were compared, participants also showed significant growth in:
- Knowledge and use of best instructional practices
- Measuring, testing, and evaluating instructional strategies
- Selecting appropriate instructional strategies for students
- Collaborative data practices
Read the full brief on Teacher as Researcher’s impact in South Carolina.