TeachFX Impact

Meet Lincoln Academy Charter School! This K-12 school in Pleasant Grove, Utah, is using TeachFX to improve instruction and increase student dialogue. Read about the staff at Lincoln and see how TeachFX helps them improve their teaching practice.

Teachers share how utilizing TeachFX is helping them change their teaching practice in four key ways.

With TeachFX, An Achievable Dream Academy’s teachers have increased student talk well above national averages and taken significant strides toward achieving their mission of guiding every student towards success in work and life.

With TeachFX, Jordan School District Mathematics Administrator Amy Kinder and her team are transforming teaching and learning across 62 schools.

Hear Howard’s teachers and instructional leaders discuss the role that TeachFX plays in helping to foster the engaging learning experience each educator is committed to.

Cignition piloted TeachFX in their tutoring program with a diverse group of students in a suburban/rural school district in the southeastern United States. Through the TeachFX app, tutors gained a new lens into their sessions. They got an overview of student-tutor talk ratios, insights into their use of specific high-leverage teaching practices, and even word clouds depicting the academic vocabulary tutors and students used most frequently.

Dr. Kristen Horton and her leadership team are committed to a vision for more conversational and equitable classrooms. They know the two are inextricably linked with each other and with their ultimate mission of providing a high-quality education for every child. She immediately saw TeachFX as a simple way to help teachers reflect on their own by providing meaningful feedback. And, that with TeachFX, feedback is provided in a way that doesn’t feel quite so high-stakes as classroom observations can.

Instructional Coach, Dra. Diana Torres Rivera first used TeachFX in her own classroom at St. Cecilia’s. Over the course of a semester, she recorded a number of her own lessons, in both her English and Spanish classes. This eventually lead to St. Cecilia using funds through the Emergency Assistance for Non-Public Schools (EANS) to launch a partnership with TeachFX And now that TeachFX is an approved vendor on ClassWallet, your private school might be able to do the same!

Educators spend more than 40 hours per year analyzing assessment data. Even though there’s no evidence that doing so changes learning outcomes. What does change learning outcomes, and learning equity, according to decades of research, is student talk. More specifically, teaching practices that facilitate student engagement in meaningful, equitable, academic conversations. How can we help teachers foster these kinds of meaningful classroom conversations?

When TNTP endeavored to determine what works to help teachers improve, their study found nearly no clear patterns. Except one… Teachers who receive objective feedback and regular coaching show the most consistent improvements in teaching practice. The feedback teachers receive is too often not perceived to be objective. Affirming the way we work at TeachFX, the TNTP study finds that teachers need feedback that they trust to be accurate, objective, and a realistic picture of their teaching practice.

For mathematics classrooms, the teaching moves, the pedagogical practices, and ways to structure mathematics classrooms to get the most out of student engagement, are different. In this conversation, we explore that with Amy Kinder, the K-12 Mathematics Administrator for Utah’s Jordan School District and former president of the Utah Council of Teachers of Mathematics.

Who is engaged in our classrooms? Who isn’t? And how do we know? Student engagement, and its sibling term meaningful student engagement, are heavily used terms. The number of whitepapers and blog posts that purport to define what student engagement is, how to measure it, and how to maximize it – pandemic or not – is simply staggering.

"Using TeachFX has allowed me to look critically at my own classroom," develop a network of colleagues to have hard conversations with about the things we can improve on, and healthy celebrations, too. Hear from Anthony Reid, M.Ed., a Mathematics Instructor at Howard High School of Technology. He's also 2020 – 21 NCCVT Teacher of the Year and a Knowles Teaching Fellow.

Students need to talk to learn. But, oftentimes, it’s our students like plurilingual scholars, who benefit the most from speaking in class, get the fewest opportunities to do so. Hear Dr. Renae Bryant discuss practices for closing the opportunity gap for our plurilingual scholars.