Creating Conditions for Teachers’ Use of High-Quality Instructional Materials

A Research, Policy, and Practice Conversation

Elementary school kids sitting on desks and reading books in classroom, photo by Ivan/AdobeStock

Photo by Ivan/AdobeStock

Date:

Thursday, June 9, 2022

Time:

1 to 2 p.m. EDT / 10 to 11 a.m. PDT

Program

States and K–12 school districts across the United States increasingly view high-quality curriculum materials as a lever for improving instruction. RAND has tracked exponential growth in the adoption and use of materials that have been independently reviewed as meeting expectations of college and career-ready standards across the United States. Some state departments of education have been taking the lead on this work, including states that are part of the Council of Chief State School Officers High-Quality Instructional Materials and Professional Development Network.

In this webinar, RAND researchers partner with two state departments of education to talk through the work states and districts are doing to encourage and support the use of high-quality materials. RAND researchers will share what they know about adoption, use, and supports for high-quality materials across the U.S., and department of education officials in Delaware and Mississippi will reflect on their curriculum reform efforts and particular school districts that are serving as models for these efforts.

Join us to learn more about how states and school districts are creating conditions for use of high-quality instructional materials. Please register to receive connection information.

Sy Doan

Sy Doan

Sy Doan is an associate policy researcher at the RAND Corporation. His research uses quantitative methods to study K–12 education policy, with current work in educator effectiveness, educator professional development, educator use of instructional materials, and K–12 education finance. He works extensively with the American Educator Panels, where he conducts research on teacher use and perceptions of instructional materials. In addition to these topics, he is interested in research on K–12 students' post-secondary and labor force transition and student access to diverse and culturally responsive educators and teaching practices.

Julia H. Kaufman

Julia H. Kaufman

Julia Kaufman is a senior policy researcher at the RAND Corporation where she codirects the American Educator Panels. Her research focuses on how states and school systems can support high-quality instruction and student learning, as well as methods for measuring educator perceptions and instruction. She has led studies on how to support students' civics knowledge, skills, and dispositions; how state policies can encourage effective use of high-quality materials; implementation and student outcomes associated with the strategies of the Louisiana Department of Education; perceptions and implementation of state standards for kindergarten through twelfth-grade students; and implementation, outcomes, and costs associated with pipelines for preparing, hiring, and supporting high-quality school leaders and teachers. Kaufman has also led several projects to develop innovative measures of instructional practice, including measures of student-centered learning and teachers' mathematics instruction. Prior to coming to RAND, Kaufman's research focused on the main factors that support teachers' use of inquiry-based mathematics curricula and the extent to which survey measures can accurately capture teachers' instruction. She holds a Ph.D. in international education from New York University and an M.A. in teaching from the University of Pittsburgh.

Kathy Kelly

Kathy Kelly

Kathy Kelly began teaching elementary school in Delaware public schools over 28 years ago with experience in each of the three counties in Delaware. During her time in New Castle County, Kelly earned her Masters in Educational Leadership and Curriculum from Wilmington University where she transitioned from the classroom to the roles of instructional coach and English language arts curriculum specialist supporting one of the state’s most diverse districts. After earning her certificate for school leadership, Kelly assumed the role of building administrator for four years. Kelly has been at the Delaware Department of Education for over seven years, first as an education associate for elementary English language arts/literacy and currently as the director of curriculum, instruction and professional development. Kelly is passionate about ensuring all students have access to equitable, rigorous educational opportunities.

Tenette Smith

Tenette Smith

Dr. Tenette Smith currently serves as the executive director of the Office of Elementary Education and Reading with the Mississippi Department of Education (MDE). She served as the assistant state K–3 literacy director (MDE), an elementary school administrator, curriculum specialist, kindergarten teacher, first grade teacher and a field coordinator for an NSF-funded Delta Rural Systemic Initiative (Math and Science). Smith began her professional career as the director of the Lottie B. Thornton Early Childhood Center at Jackson State University. She received a Doctor of Early Childhood Education, Master of Science in Educational Leadership and Bachelor of Science in Education from Jackson State University. Smith has presented research and conducted professional development on the local, state, and national level including the NCTM National Conference and the Urban Education National Conference. She has received professional training via the Council for Chief School Officers (CCSSO), Consortium on Reading Excellence (C.O.R.E.), the Zaentz Professional Learning Academy at the Harvard Graduate School of Education, and the Language Essential for Teachers of Reading and Spelling (LETRS) and the Systemic Change Leadership (EDC).