Murphy-Meisgeier Type Indicator for Children (MMTIC®) Initiative at A.B. Combs Leadership Magnet Elementary

Since 2018, the Friday Institute for Educational Innovation (FI), Center for Applications of Psychological Type (CAPT) and the Myers & Briggs Foundation, and A.B. Combs Leadership Magnet Elementary School (Combs) have engaged in a research-practice partnership (RPP) to create a new model for application of the MMTIC® instrument (Murphy-Meisgeier Type Indicator for Children®) to improve instruction and student’s social, emotional and academic decision-making in public schools in Wake County, North Carolina. RPPs are enduring reciprocal collaborations between practitioners and researchers that are designed to investigate shared problems of practice and solutions for improving outcomes over time (Coburn, Penuel, & Geil, 2013). Key tenets of RPPs include acknowledgement of each collaborator (i.e., researchers, administrators and teachers) as an equal contributor to the process and iterative engagement between all collaborators to refine data collection, analysis and interpretation (Tseng, Easton, & Supplee, 2017).

Partners

A.B. Combs Leadership Magnet Elementary Center for Applications of Psychological Type

Teams

Program Evaluation and Education Research (PEER) Group

Selected Resources

FI Education Brief – MMTIC® at Combs Elementary l Lessons Learned

This brief highlights lessons learned from the MMTIC® Initiative at Combs during the 2020-21 school year, based on the information found in the MMTIC® at Combs Elementary Year 3 Summative Brief.

Report – MMTIC® at Combs Elementary | Year 3 Summative Brief

This summative implementation and impact brief highlight key activities from the Murphy-Meisgeier Type Indicator for Children (MMTIC®) Initiative at A.B. Combs Leadership Magnet Elementary (Combs) during the 2020-21 school year. Given the context of the COVID-19 global pandemic and the shift to virtual and hybrid learning, this brief will outline implementation successes and continued challenges as well as the impact of the program on teachers and students. The brief concludes with three lessons learned for future implementation sites.

Project Team

Dr Callie Womble Edwards

Dr Allison Black-Maier

Sara Stegemoller

Dr. LaTricia Townsend