QTL™ has helped almost 10,000 teachers in a half dozen states learn how to make the most of technology and other classroom tools by integrating their use with research-based teaching practice.
Evaluation has shown the program to be highly effective professional development for teachers.
Applying the knowledge and perspectives gained during participation in Foundations in QTL and other QTL professional development can significantly increase teacher efficacy in all of the following areas:
- Implementation of quality teaching strategies
- Integration of technology into the classroom
- Student engagement and learning.
QTL's Impact in the Classroom
How can QTL™ impact teachers and schools? Here are some of the formal evaluation reports.
Teacher Implementation & Student Response, 2006
This study of participants' pre and post-program survey responses shows that teachers who go through QTL™ emerge more likely to use effective teaching strategies. And a large majority notice an almost immediate impact on student performance, behavior and attitudes. Read all about it.
North Carolina Report, 2005
Participants report a deeper understand of how technology tools and teaching strategies combine for a positive impact on student learning. A whopping 93% believe their participation will lead to improved student performance - with almost 25% saying they've already seen changes in attitude, behavior and even academic achievement. 75% say students at all levels were more engaged in learning as a result of their QTL™ participation. Read the full report.
NCTA Demonstration Projects
QTL™ provided the professional development component for a series of federally funded classroom technology demonstration projects implemented by the North Carolina Technology Association (NCTA). Evaluation showed the impact technology can have on learning, as well as the importance of professional development to help teachers get the most from what they have available. Read the evaluation reports.
Case Study: Botetourt County Schools
Botetourt County Schools became the first Virginia school district to embrace the QTL™ program. One year later, an intensive case study and evaluation showed the system's implementation has already had a profound effect on teachers' approach to the classroom, and on the school culture. Read the Executive Summary or the full report.
Case Study: Oak Lane Elementary
How can QTL impact an entire school? The program was a major component of a federally funded demonstration project at Oak Lane Elementary in Person County, NC in 2004-05. An external evaluation of that project highlights the importance of professional development for teachers, and the impact QTL™ has had on the school's teachers and students. Read the extensive external evaluation.
How QTL™ Stacks Up to Standards
QTL™ meets rigorous expectations for quality professional development as laid out under No Child Left Behind and the National Staff Development Council, as well as the National Education Technology Standards for Teachers. Details are available
Why Professional Development is Critical
Technology as a Catalyst for Change: The Role of Professional Development
is a research report written by Nita J. Matzen and Julie A. Edmunds and published by ISTE/SERVE in 2007. Dr. Matzen and Dr. Edmunds, former Centers for Quality Teaching and Learning staff members, based their research on early evaluation of how the strategies used in the QTL program impacted teachers' practices and students' achievement in the classroom. The QTL Process has continued to evolve well beyond its initial technology focus and now includes multiple elements that support and build upon the original program. But this report remains a strong illustration of why professional development is so critical to helping teachers use the technology at their disposal wisely and effectively to meet the needs of 21st Century learners.
Read what participants and administrators have to say about The QTL Process.
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