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The purpose of this study is to assess the overall effectiveness of the TLI program during one year of implementation. It is in its 3rd year, and requires schools and DCPS to devote a considerable amount of money to sustain. School and district leaders need to be informed regarding the accomplishment of the program's goal to decide if and how they will sustain the program, and even expand.

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1. How well can I correlate the improvement of teachers' practice to the coaching provided by teacher-leaders?

2. Choosing a cross-representation of schools to sample for ToA results.

3. Cooperation with the selection of student academic or culture data from teachers who were not coached by teacher-leaders.

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1a. Archival data from DCPS Human Resources to determine teacher-leaders longevity in the classroom.

1b. Interview of a sample of teacher-leaders.

2a. Qualitative data from surveys administered to teachers in TLI schools, who participate in teacher-leaders' coaching cycles and/or professional development.

2b. Comparative analysis of students' BOY and EOY achievement data (i.e., score on writing assessments, etc.) from sample of teachers' classrooms who were directly coached by teacher-leaders and a sample of teachers who did not receive coaching from teacher-leaders

3. Analysis of a sample of TLI schools' ToA results.

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1. What number of teacher-leaders decide to remain in the classroom after serving in this role?

2. To what extent did teacher-leaders helped to improve the practice of other teachers in their school?

3. How many student achievement goals from the Theory of Action are met by EOY?

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The Teacher Leader Innovation (TLI) program started in 2013 in District of Columbia Public Schools (DCPS) as a partnership with Leading Educators. Highly effective teachers are chosen to serve as teacher-leaders at their schools in order to leverage their skills. At 29 participating schools, teacher-leaders provide coaching and professional development in specific areas like literacy coaching or culture coaching, to support the school's overall academic and school culture goals. In return, the teacher-leaders receive leadership development, release time from teaching, and a stipend. Quantitative student achievement and teacher practice goals specific to the teacher-leaders' area of expertise, are set annually in a Theory of Action (ToA) to measure the impact of teacher-leaders' work.

The overall goals of TLI are 1) retain the most effective teachers in the classroom and 2) leverage teacher-leaders to have a direct impact on a school's student achievement and culture.