Support school administration and teachers in program planning and implementation of ISA principlesProvide professional development in areas of literacy strategies, working with struggling adolescent readers, and curriculum developmentCo-plan, model, and co-teach lessonsProvide feedback to teachers to support development of a repertoire of and reflection about teaching and assessment strategiesSupport development of school's instructional framework and action plan Facilitate development of process of program review, assessment, and revision

Facilitate professional development workshops for teachers focusing on inquiry-based curriculum development, assessing student learning, integration of literacy strategies into content area courses, and supporting struggling readers

National Center for Restructuring Education, Schools, and Teaching (NCREST)Early College High Schools are set up to allow students who are historically under-represented in college to take a mixture of both high school and college courses, with students working to attain both a high school diploma and associates degree in five years. At NCREST, the research team documents the design, development, and operation of the Middle College National Consortium's Early College High Schools to provide information that is used to strengthen its design and implementation. Specific projects have included analysis of students' college transcripts, a survey of student beliefs, attitudes, and activities, the design of a self-assessment tool for use in school review, and the development of a process to improve math outcomes through a data-driven decision-making process. Design and execute descriptive and evaluative studiesgather and analyze qualitative and quantitative data (SPSS) including student surveys, college transcripts, focus groups, and interviewssupport schools in using data to improve decision-making processeswrite and prepare reportspresent at conferences

Developed and supported a culture of reflective practice among English, social studies, and science teachersModeled and co-taught lessons Provided feedback to colleagues in order to implement core programs in literacy;Conducted planning meetings with teachers to analyze student work Reviewed classroom assessments, and planned for instruction Facilitated workshops for teachers in using backwards planning and aligning instruction and district or state standardsDifferentiated support for teachers based upon demonstrated need.GRANTS AND FELLOWSHIPSOffice of Policy and Research Fellows Grant, Teachers College,