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Guided Reading Professional Learning: Effect on Instructional Behaviors and Learner Achievement

This executive summary highlights key findings from research conducted by TLA to understand if learning facilitators’ participation in LUSD's Guided Reading Learning Academies and Micro-Credentials professional development helps ensure all learners read at content level. Early results from the 2018-19 Academic Year show a positive relationship between learning facilitators’ participation in Guided Reading professional learning and learners’ reading growth. Certification is also a potentially powerful mechanism for converting professional learning experiences into visible instructional and achievement-related changes in the classrooms. The full report can be found online; an accessible version of this report is also available for download.

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Tool: Ed Tech Rapid Cycle Evaluation Coach

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