Retain

This brief highlights several grants funded by the U.S. Department of Education's Effective Educator Development Office that aim to increase educator retention through the implementation of an assessment process for micro-credentials to support professional development.

In collaboration with Digital Promise, the IRIS Center offers micro-credentials focused on specific competencies related to instructional accommodations for students with disabilities. Successful completers of an IRIS micro-credential will receive a digital badge to document the accomplishment.

This report investigates micro-credentials as a strategy to promote teacher professional development and includes lessons learned from three early adopters of this professional development practice.

This website provides access to reports, briefs, and other resources summarizing the growing body of research and best practices for social and emotional learning.

This brief highlights the following four high-leverage practices for K-12 teachers of students with disabilities: establish a consistent, organized, and respectful learning environment; provide positive and constructive feedback to guide students’ learning and behavior; teach social behaviors; and conduct functional behavioral assessments to develop individual student behavior support plans.

This brief highlights the following three high-leverage practices for K-12 teachers of students with disabilities: collaborate with professionals to increase student success; organize and facilitate effective meetings with professionals and families; and collaborate with families to support student learning and secure needed services.

This website provides states with resources to build a foundational support plan for social and emotional learning, strengthen adult competencies and capacity, promote social and emotional learning for students, and use data for continuous improvement. States can use these resources to inform their own work, learn how their peers are addressing similar issues through practical examples, and customize materials for their own use.

This policy snapshot summarizes existing research about the effects of education on students’ social and emotional skills, identifies important state and district policy considerations for initiating and integrating social and emotional learning into classroom instruction, and presents considerations for preparing and developing teachers and leaders to focus on the whole child.

This professional learning module helps regional, state, and district leaders deepen their knowledge and skills for integrating a social and emotional learning emphasis into their policy and planning work; strengthen connections between social and emotional learning, state standards, and teacher evaluation and professional development systems; and learn strategies to support school leaders in guiding teachers to reflect on their own teaching practices and social and emotional competencies.

This case study seeks to inform policymakers, practitioners, and teacher educators about the components of a strong social and emotional learning-focused teacher preparation and development program by exploring two examples and outlining implications for policy and practice.