Previous CIS research has shown that knowledge among teachers about science of learning-informed practices is crucial to help teachers understand both why it’s important to change their practice, and provide evidence-informed resources of how to change. Change management frameworks that derive from management consulting often make the same point. 

Most teachers don’t have access to academic articles, aren’t trained to use them, or find that it’s not designed for their needs. Our resources are about knowledge translation – taking what is best supported and most relevant from academic research, and framing it in a way that enhances the professional knowledge of teachers. 

Providing research-informed guides for teaching, case studies and multimedia of effective teaching practices give teachers the opportunity to see what a practice looks like and help them figure out its application in their own classroom or school.   

This informs our approach of having a wide variety of resources that meet different needs, and that can be incorporated as reading for professional learning communities, or whole-staff professional development opportunities. By working with peers to incorporate new techniques into their practice, teachers can shift the dial on their teaching without feeling overwhelmed.