Teaching Lab

Teaching Lab has a team of over 130 staff and 200 contractors. Over 70% of facilitators/coaches identify as being from historically underrepresented or underserved backgrounds.

Teaching Lab provides curriculum-based professional learning aligned to HQIM in ELA, Math, and Science. Our services include adoption support, initial implementation, and ongoing coaching for educators and leaders. Using our Head, Heart, Habits, and Equity framework, we help build sustainable systems of continuous instructional improvement to improve outcomes for all learners.

We engage district and school leaders in co-designing year long professional learning plans, provide coaching and training to teachers, and support leaders to develop internal capacity for continuous improvement through our Cycles of Inquiry model.

Our Head, Heart, Habits, and Equity model ensures every professional learning experience is equity-centered. We review all content through a cultural and linguistic equity lens.

Assessments are embedded throughout the course, including:

• 20-question untimed Knowledge Inventory (pre-assessment) following the course overview but preceding Tool 1 content
• 5-question untimed tests following Part 1 of each tool’s content (10 total)
• 10-question untimed tests following Part 2 of each tool’s content (10 total)
• 20-question untimed Knowledge Inventory (post-assessment) following completion of all course content.
• Participants must score at least 80 percent on each assessment to unlock content for the next Part or Tool in the course.

As an asynchronous course, participants can access Top 10 Tools whenever and wherever is convenient, including during the contractual school day.

HQIM Adoption Supports

Initial Implementation Supports

Ongoing Implementation: Support for Teachers

Ongoing Implementation: Support for Leaders

Professional Learning: Science of Reading

• Traditional District
• Charter
• Private
• Parochial
• Urban
• Suburban
• Rural
• Fewer than 2,500 students
• 2,500 to 10,000 students
• 10,000 to 50,000 students
• 50,000 to 100,000 students
• More than 100,000 students
• Greater than 60% of economically disadvantaged students
• Greater than 20% of English language learners
• Greater than 20% of students with disability
• Greater than 80% students of color

• Teaching Lab is proud of our multi-year, successful partnership with the Delaware Department of Education (DDOE), which began in SY19-20 and continues today. Over five cohorts, we have supported Delaware educators-including K-12 charter and public school teachers and instructional coaches-to deepen their knowledge of high-quality instructional materials (HQIM) and evidence-based literacy practices rooted in the Science of Reading.
• Our work in Delaware has helped set a new statewide standard for instructional excellence in literacy, while building local leadership capacity to sustain professional learning beyond our direct support.
• Key outcomes from our Delaware partnership include:
• 95% of participants strongly agreed or agreed that:They are satisfied with the overall quality of the PL
  They have applied or will apply what they’ve learned from the PL to their practice
  The PL was relevant to their instructional practice
• They are satisfied with the overall quality of the PL
• They have applied or will apply what they’ve learned from the PL to their practice
• The PL was relevant to their instructional practice
• 89% of participants led at least one collaborative planning session or PL cycle of inquiry for their colleagues using tools and resources developed by Teaching Lab.
• In 2022, we measured the longitudinal impact of our work across Cohorts 1 and 2 of the partnership. Through this special research initiative (See Appendix #1 Full Report), we found that educators who participated in our PL:Shifted in their enactment of equitable instructional practices: 94% reported adapting instruction to meet the needs of students after participating in the PL (compared to 29% before).
  Demonstrated strong ELA content knowledge over time: 86% accuracy on questions pertaining to text complexity after PL.
  Implemented HQIM with confidence: 72% of educators reported using HQIM every day following the PL.
  Transferred learning to their school communities: 94% reported sharing resources from PL with teachers in their schools.
• Shifted in their enactment of equitable instructional practices: 94% reported adapting instruction to meet the needs of students after participating in the PL (compared to 29% before).
• Demonstrated strong ELA content knowledge over time: 86% accuracy on questions pertaining to text complexity after PL.
• Implemented HQIM with confidence: 72% of educators reported using HQIM every day following the PL.
• Transferred learning to their school communities: 94% reported sharing resources from PL with teachers in their schools.

shared FY25_DE_Delaware Literacy Cadre

External Shared Scopes of Work