Yeadon, B., & Kelley, C. (2026). Recipe for Lesson Planning. Just as a master chef follows a recipe while adding creativity and expertise, effective teachers use intentional planning to create meaningful learning experiences. A lesson plan is more than a schedule of activities, it is likely a carefully crafted recipe that blends essential ingredients such … Read more
Taylor, L., & Shimoda, T. (2026). The MIRROR Framework. The MIRROR Framework (Map the mastery, Interrogate the integration, Release to the learner, Reflect on the cognitive load, Observe and co-anchor, Review and recalibrate) is a multi-tiered coaching blueprint for STEM instructional coaches. It helps them shift the classroom conversation from “What app/program are we using … Read more
Hightower Herron, S., & Ullah, T. (2026). Tech with Intent: A Digital Mentor Guide. This research brief addresses a problem of practice in a public school setting that supports the integration of instructional tools into K-12 classrooms, specifically the district’s limited technology integration support. To solve this challenge, this brief outlines goals, objectives, and an … Read more
Ware-Royal, K., & Widman, S. (2026). Memphis School of Excellence Technology Integration Guide. Technology alone does not transform learning. The impact comes from how teachers use technology to support strong instruction, meaningful learning experience, and student ownership. Before choosing a technology tool, consider the connection between Content, Pedagogy, and Technology. How do content, teaching strategies, … Read more
Anders, A., & D’ Angelo, C. (2026). Centering Learning with Technology Co-Design Protocol. When students use technology without understanding why, they are following directions. When they can explain how a specific tool helps them solve a specific problem, they are doing something fundamentally different. Most people don’t walk into a garage, pick up a hammer, … Read more
McGuinness, K., Hodges, M., & Rutherford, T. (2026). A Survey Tool to Reveal Student Thinking. Supporting the communication skills of English learners and others from marginalized backgrounds is a unique discipline-specific challenge for teachers. Although listening, speaking, reading, and writing can be conceptualized as broad skills, each responds to subject-specific contexts in different ways. For … Read more
Chandler, B., & Tofel-Grehl, C. (2024). A Scaffolded Model of Responsive Instructional Coaching for Managing Teacher Technological Instructional Overhead. As coaches, our effort begins from a place of learning from our teacher partners. In order to develop and map out a faded scaffold coaching cycle, we first must develop common definitions for our effort. In … Read more
This material is supported by National Science Foundation awards #2300618 and #2300619. Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the views of NSF.