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William & Ida Friday Institute for Educational Innovation

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Programs

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Online Professional Learning

Built on research-based models of effective professional development, professional learning communities and online communities of practice, our courses focus on job-embedded, peer-supported and self-directed learning in which educators are exposed to a variety of perspectives on course material.

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AI with the FI

At the Friday Institute (FI), we are working with educators and educational leaders to leverage AI for deeper learning, support teachers and students in effective uses of AI, ensure access for all in how AI is incorporated into education, and conduct research on AI integration in instruction.

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Real Issues, Real Data

Join the Friday Institute for Educational Innovation to elevate your understanding of contemporary educational challenges. The “Real Issues, Real Data” series is designed for K-12 educators, researchers and policymakers to explore pivotal topics in education.

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Education in Motion

Join a dynamic gathering of education leaders, innovators and change makers to shape the future of research, policy and practice. 

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Instruments and tools

Educators’ Perspectives on Generative AI in K-12: Informing AI in Education Guidance

The rapid development of generative AI is transforming the educational landscape. Educators from the classroom to the district office are confronted with new challenges and uncertainties regarding safe, equitable and effective implementation. This study explored education leaders’ perceptions and experiences with AI integration in K-12 education through interview and focus group data collection during the Friday Institute’s AI in K-12 Education Convening. At the culmination of the 2023-24 school year, the study’s findings are compared against guidance for AI in K-12 education published by 12 state education agencies.

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Digital Learning Progress Rubric

The North Carolina Digital Learning Progress Rubric for Schools is a strategic planning tool, or “roadmap,” intended to support North Carolina’s educators, schools, districts, and communities in the transition to digital-age teaching and learning.

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Quality Review Tools for Digital Learning Resources

The quality review checklist and rubric presented in this document are designed to support educators in evaluating digital learning resources intended for classroom use.

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Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey: Development and Psychometric Properties

Five versions of the T-STEM survey have been developed: one for each teaching area of STEM (Science, Technology, Engineering, and Mathematics), and one for elementary teachers.

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Student Attitudes Toward STEM (S-STEM) Survey Instrument & Codebook – Middle/High School (6-12th)

The Middle/High School (6-12th) S-STEM Survey is intended to measure changes in students’ confidence and efficacy in STEM subjects, 21st century learning skills, and interest in STEM careers. The survey is available to help program coordinators make decisions about possible improvements to their program.

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Trauma Informed Practice Support (TIPS) in Schools and Communities: Collaboration Between Education and Social Work

The core of the project focused on conducting focus groups that explored teachers’ and social workers’ experiences with the dual pandemic of racialized violence and COVID-19 using a trauma-informed framework and an interactive design method. Overall, we found that an interdisciplinary approach between education and social work provided insight related to trauma-informed approaches in educational contexts. Results of this study demonstrate that teachers and social workers articulate a need for professional development that could have an important impact on the experiences of children and families.

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Insight into Contemporary Professional Growth Needs for North Carolina Educators

Researchers from the FI conducted the Insight into Contemporary Professional Growth Needs for North Carolina Educators, an exploratory qualitative study, to better understand the classroom-, school- and district-level challenges North Carolina educators were facing one year into the pandemic.

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Improving Professional Learning Opportunities in Rural Schools

Due to high rates of poverty, low levels of educational attainment and unemployment, many rural school districts face significantly different challenges in educating students than their suburban and urban counterparts. The Professional Learning and Leading Collaborative at the Friday Institute has worked with and across rural communities to address the needs of schools and districts. In this brief, the authors share practical suggestions for improving professional learning opportunities at a school.

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Partnerships

Our district and school partnerships deliver innovative teaching and learning to students and teachers across North Carolina and offer the opportunity for ongoing innovative educational research, evaluation and practice.

Learn more about how to partner with us