My Teaching Partner

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Designated
Promising
Indicates that a program demonstrates evidence of effectiveness at improving student or teacher outcomes, as well as supporting students’ social and emotional growth through at least two competencies. May offer multi-year programming. For a full list of Promising student outcomes see Promising designation.

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    Program description

    My Teaching Partner, offered by Teachstone, provides a teaching practices approach to SEL. It includes programming for grades 6-12 and demonstrates evidence of effectiveness at grades 6-12.

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      • Onsite in-person training
      • Virtual training
      • Offsite training
      • Train the trainer model
      • Administrator support
      • Coaching
      • Technical assistance
      • Professional Learning Communities (PLCs)
      • Online resource library
      • Self-report tools for monitoring implementation
      • Observational tools
      • Tools for measuring student success

    Evidence of effectiveness

    Results from a randomized controlled trial (RCT) evaluation published in 2011 (Allen et al.) supported the effectiveness of the My Teaching Partner- Secondary program (MTP-S) for middle and high school students. This evaluation included 2,237 grade 6 through 12 students enrolled in schools in US Southeast. This evaluation found that students receiving the program showed statistically significant academic achievement (measured by standardized end-of year test performance) than the control group one year post the intervention year (controlling for baseline equivalence).

    Results from a randomized controlled trial (RCT) evaluation published in 2011 (Mikami et al.) supported the effectiveness of the MTP-S program for middle school students. The study included 1,423 grade 6 through 12 students enrolled in rural and suburban schools in US Southeast (Black/African American and Hispanic/Latinx = 36%; student body eligible for FRPL = 40%). This evaluation found that students receiving the MTP-S program had significant increases in observed positive peer relationships at post-test (outcomes reported after one semester or the follwing academic year after baseline based on cohort grouping of the treatment groups).

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    • Evidence shown in grades
      6, 7, 8, 9, 10, 11, 12
      School characteristics
        • Rural
        • Suburban
        • Southeast
      Student characteristics
      • Black / African American
      • Hispanic / Latinx
      • Low income
      Percentage Low Income
      • Eligible for FRPL: 40%
      Study design type
      • RCT
      Greater than 350 students included in study design type
      • Yes
      Multiple school districts included at study design type
      • Yes
      • Improved academic performance
      • Reduced emotional distress
      • Improved identity development and agency
      • Reduced problem behaviors
      • Improved school climate
      • Improved school connectedness
      • Improved social behaviors
      • Improved teaching practices
      • Improved other SEL skills and attitudes

    How does My Teaching Partner support SEL implementation across multiple settings?

    “Teachstone uses measurement tools and professional development resources to understand and improve effective interactions between students, teachers, coaches, and administrators. These interactions help students and teachers feel valued, and support the development of relationships, emotion regulation, behavior regulation, and executive function.”

    Get info and pricing on the provider’s website

    Go to Provider Site

    References

    • Accepted by CASEL

    • Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037.

    • Mikami, A. Y., Gregory, A., Allen, J. P., Pianta, R. C., & Lun, J. (2011). Effects of a teacher professional development intervention on peer relationships in secondary classrooms. School psychology review, 40(3), 367.
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