Supovitz, Jonathan A

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2018 - 20202
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Subject: Education Ă—

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  • Publication
    Experimental Impacts of the Ongoing Assessment Project on Teachers and Students
    (2018-10-10) Supovitz, Jonathan A; Ebby, Caroline B; Remillard, Janine; Nathenson, Robert A
    In this report, we describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content. OGAP includes teacher professional development, classroom resources, school-based routines for regular practice, and ongoing school-based supports. The study was conducted in 61 schools during the 2014-15 and 2015-16 school years, with OGAP randomly assigned to 31 schools and the remaining 30 serving as comparison sites. The results of this study showed that OGAP produced meaningful impacts on both teacher knowledge and student learning.
  • Publication
    The Influence of Teacher Leadership Programs on Teacher Leaders, Teachers, Schools, and Districts
    (2020-12-01) Supovitz, Jonathan A; Margolis, Jason; Harrison Berg, Jill; Comstock, Meghan
    Teacher leadership is increasingly recognized as a promising strategy to improve the quality of instruction in U.S. schools. Despite the rising number of teacher leadership programs in the country, there is a paucity of knowledge about the work that teacher leaders (TLs) engage in, how educators experience teacher leadership and the impacts of these efforts on teacher leaders themselves and on districts, schools, teachers, and students. In response, the Nellie Mae Education Foundation (NMEF) supported the Consortium for Policy Research in Education (CPRE) to investigate educators’ experiences with teacher leadership and describe the impacts of this improvement strategy.