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Briefs & Reports

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New! Family and Schools: How Principals Shape Contexts for Engagement

Family involvement, especially in students' early years, predicts student academic success long after elementary school. Yet pathways to richer family-school engagement are not typically well understood by schools. In some cases, schools do not employ the practices that increase and amplify family engagement. As research develops and schools work with families to identify shared aims, our authors point to a few recommendations for best practices in this area. This brief describes new directions for federal education policy relating to family engagement, barriers to engagement, and the essential role that school leadership plays in successful engagement. It concludes with recommendations based on findings from a survey study of 180 parents and guardians of K12 students in the Wilmington, Delaware metropolitan area.  The contents of this brief reflect the work of PPE's fellow, Lauren Bailes. 

Family Engagement Released 2020

Promise and Prospects for Scaling-up Teacher Residencies in Delaware as a Response to Statewide Teacher Shortages

Teacher residencies offer promising alternatives to traditional educator preparation programs. Research points to three primary benefits: higher retention of teachers in the field, greater demographic diversity among teachers prepared through residency programs, and the potential to increase student achievement. At a time when enrollment in educator preparation programs is trending downward while teacher turnover is trending upward, programs and policies that mitigate attrition and support the rapid and ongoing development of highly qualified PK-12 educators merit serious consideration.

This brief describes the characteristics of teacher residencies, how they differ from traditional educator preparation programs, what research tells us about residencies, and suggestions for a path forward. 

Teacher Residencies Released 2020

Research Brief:  Coteacher Huddles​

A coteacher huddle occurs when two or more teachers use short, focused meetings either before, during, or after a lesson, to discuss shifts or adaptations to coplanned instruction.  In a recent study Soslau, Kotch-Jester, Scantlebury, and Gleason (2018) determined how teacher candidates’ participation in huddles changed over time. Tracking how often teacher candidates initiated a huddle, what meaning the candidate made of the huddle, and what the candidate reported learning as a result of the huddle. The study showed how huddling, which is a key feature of coteaching, provides a unique learning opportunity for teacher candidates to develop adaptive teaching expertise. 

Coteacher Huddles  Released 2019

Practice Brief: Fostering Equity Literacy Among In-Service Teachers

A commitment to equity in our schools ensures that every student has the access and opportunity necessary to thrivein school, regardless of race, ethnicity, language, citizenship status, socioeconomic status, gender, sexual orientation,religion, ability, and so on. Creating and sustaining equitable spaces requires examination of the discriminatory policiesand practices that perpetuate inequitable access to learning opportunities. The most common question we receive from school leaders: how do we begin this work? The following points of consideration and resources – based on researchbasedbest practices and experiential knowledge gained from engaging in equity-learning with in-service teachers –are intended to serve as a guide for district and school leaders looking to begin or further equity-oriented professional learning in their spaces.

Fostering Equity Literacy Among In-Service Teachers  Released 2019

Policy and Practice Report: TeachDE

In 2017-2018, the TeachDE Advisory Council - a coalition of teachers, local education agency leaders, representatives from institutions of higher education and teacher preparation programs, and other community stakeholders – convened to develop recommendations to strengthen the Delaware teacher pipeline. This report shares the result of this multi-year process and provides action oriented recommendations.

As part of the TeachDE work, surveys were distributed to incoming freshman at three of the five institutes of higher education in Delaware – Delaware State University, Wesley University, and the University of Delaware - in 2017 with over 480 surveys completed. Read the results of the surveysto learn more.

TeachDE Recommendations  Released 2018

Policy Brief: The Importance of High Quality Early Care and Education

This brief describes the importance of providing high quality early care and education programs for young children and their families. The need for early childhood services in Delaware is discussed relative to the array of early childhood care and education programs offered. The University of Delaware’s statewide efforts to improve the access and quality of early care and education programs for all families are presented. The brief concludes with suggestions for policy initiatives that can further support this work.

The Importance of High Quality Early Care and Education  Released 2018

Practice Brief: Coteaching in Delaware

University of Delaware educational researchers and professors, field supervisors, clinical educators, and graduate and undergraduate students from teacher education programs share the common goal to advance the success of public school students. This brief provides a background of the coteaching method and the evidence-based value and benefits for educators and students.

Coteaching in Delaware  Released 2018

Policy Brief: The Future of Delaware School Libraries

This policy brief summarizes the key findings and recommendations of the Delaware School Libraries Master Plan. The Master Plan examines years of scholarly research that cites the linkage between quality school libraries and student success.

The Future of Delaware School Libraries  Released 2017

Policy Memo: Response to Delaware ESSA

PPE gathered feedback from a range of contributors across multiple colleges, departments, and centers to engage in the development of the Delaware ESSA plan. This policy memo was submitted to the Delaware Department of Education.

Response to Delaware ESSA  Released 2016

Policy Brief: The Future of Delaware's Teacher Workforce

A successful K–12 educational system requires a complementary system of teacher preparation that is aligned with the needs ofthe K–12 community and provides a high quality, diverse teacher workforce in numbers matching the current and future demands ofthe K–12 educational system. This brief provides evidence of the challenges that Delaware faces in achieving this goal with specific attention to the issue of teacher preparation. These challenges demand astatewide, cohesive effort designed to ensure Delaware’s system of teacher preparationfully meets the needs of the state’s K–12educational community.

The Future of Delaware's Teacher Workforce: A Focus on Teacher-Preparation Programs  Released 2016

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Briefs & Reports
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