Teachers seated around desks in a classroom, in animated discussion.

Administrators

Meeting Districts’ Needs Through High-Quality Professional Learning

Circle representing the Inquiry Mindset surrounded by three equal wedges: trauma-informed, contextually responsive, and asset-based. This is encircled by "nonpartisan approach" and "difficult issues in curriculum, classroom, and community." — The Initiatives' unique approach is nonpartisan and combines trauma-informed lenses, asset-based approaches and teachers' context to support the adoption of an inquiry mindset when facing difficult issues.

How We Partner

The Initiatives partner with school districts to strengthen teaching and learning through a new innovative approach that includes practitioner inquiry and trauma-informed instruction. Our professional learning experiences elevate PreK-12 educators as experts and equip them with actionable tools and individualized coaching that enables them to apply new strategies in their classrooms and schools.

Districts that work with us see teachers grow in their capacity to foster agency, curiosity, and critical thinking among students. Students learn to engage more deeply with complex content, build empathy, communicate their ideas confidently, and examine issues from multiple perspectives—skills essential for college, career, and civic readiness.

We offer customizable professional learning pathways—including year and semester length cohorts, in-person and virtual workshops, and flexible online modules—that can be adapted to the goals, schedules, and contexts of urban, suburban, and rural districts. All programming is designed and facilitated by experienced PreK–12 educators and aligns with district and state requirements for professional development, such as Pennsylvania's Act 48 and Act 45 continuing education credits.

Explore Working Together

Working with the Initiative provides districts with sustainable, research-aligned professional learning that strengthens instructional practice, supports teacher retention, and ultimately improves student outcomes.

Contact the Initiatives' team to learn how we work with your school or district.

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“As administrators, this work was incredibly moving. We can encourage teachers to build strong classroom cultures, but they need time and support to explore concerns, try new strategies, and reflect with a partner like Penn State. The cohort model provided that space. Teachers adjusted their plans as they learned, often creating work that was far more impactful than where they started—and then shared it with their teams through their PLCs.”

Dr. Jennifer Baginski , Assistant Superintendent, Franklin Regional School District, Murraysville, Pennsylvania

Our Impact

Key Benefits for Students

Research shows participants implement what they learn in our programs into their pedagogical practice, impacting student development and wellbeing, as well as relationships with colleagues and administrators. Research shows impacts in several areas.

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Critical Thinking & Self-Awareness

Students learn to ask questions, gather evidence, and analyze information, giving them the tools to form their own opinions and take ownership of their learning. By grappling with real-world problems and exploring solutions collaboratively, they strengthen both their analytical skills and their self-awareness as independent learners.

Student Agency & Engagement

Participating teachers foster a classroom culture that enables students to feel genuinely heard and respected. By sharing perspectives, considering multiple viewpoints, and taking informed action based on what they’ve learned, students develop a stronger sense of agency in their learning. This ownership fuels deeper engagement and encourages active participation in their educational journey.

Relationships & Belonging

Students thrive when they feel connected. Teachers learn to foster trust, strengthen relationships, and use classroom learning as a social space for collaboration. This intentional support for positive interactions helps students broaden peer networks, build meaningful connections, and deepen their sense of community and belonging.

Skills & Confidence in Academic Learning

In inquiry-driven classrooms, students grow confident in their thinking and take ownership of their learning. Opportunities to ask questions, share perspectives, and make informed decisions build competence, critical thinking, and academic skills across content areas. This confidence empowers students to engage more deeply with their learning and achieve meaningful academic growth.

Emotional Safety & Empathy

Our professional development equips educators to create emotionally safe spaces where students can explore difficult topics and issues thoughtfully. Through inquiry-based strategies, teachers guide students in cultivating empathy, understanding diverse lived experiences, and responding to complex topics with care. These conversations help students develop compassion and social awareness alongside academic growth.

Key Benefits for Educators

Research shows educators who participate in our programs apply what they learn directly to their teaching practice, strengthening student wellbeing and improving relationships with colleagues, administrators, and students. Our studies consistently demonstrate meaningful impact across many areas.

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Student-Centered Instruction

Participating educators shift from telling students what to think to guiding them in how to think. By empowering students to take ownership of their learning and pursue their curiosities with confidence, teachers nurture lifelong learning, curiosity, and critical-thinking skills. Thus, teachers give students a meaningful voice in what and how they learn. This transforms classroom dynamics and engagement.

Relationship-Building as a Core Practice

Teachers increasingly see their work as teaching students, not delivering content. By intentionally building relationships with students, colleagues, families, and communities, educators create a strong support network that meets diverse student needs. This perspective helps teachers foster trust, engagement, and collaboration across the school community.

Professional Growth & Reflective Practice

Our sessions provide structured, supportive spaces for educators to collaborate and reflect with colleagues across their districts. Teachers examine their practices, share strategies, and learn new approaches that deepen their instructional expertise. Grounded in an asset-based and trauma-informed lenses, this reflection helps educators focus on student potential, strengths, and growth rather than deficits, amplifying responsive classroom practices.

Collaboration & Community

Educators often experience isolation in their day-to-day work. Our professional learning community breaks down silos. Educators representing different roles, grade levels, and disciplines collaborate, share strategies, and gain new insights. This peer support reinvigorates educators and equips them to implement meaningful, collaborative practices in their classrooms.

Intentional Use of Curriculum & Time

Teachers engage in deep reflection to ensure lessons and curricula meet students’ needs. By designing learning experiences through an asset-based and trauma-informed lens, educators maximize instructional time to support meaningful engagement, growth, and student agency.

Leadership & Advocacy

Participation in the Initiative often inspires teachers to step into leadership and advocacy roles. Educators gain the confidence to publish scholarly work, present at state and national conferences, mentor preservice teachers, and serve as experts in other Initiative programs. This work strengthens classroom practice and cultivates teacher leaders who elevate the profession and champion student-centered learning throughout their schools.

Our Research

Our commitment to rigorous research informs our practice and demonstrates our approach's effectiveness. Penn State is a nationally recognized top public research institution and a Carnegie-classified R1 university, reflecting its commitment to cutting-edge scholarship and innovation. The university secures nearly $1.5 billion annually in competitive research grants and external funding, supporting work that advances knowledge, drives innovation, and impacts communities locally and globally. The Initiatives' robust research has led to the publication of studies in peer-reviewed journals, including School-University Partnerships, Journal of Teacher Education, and Journal of Practitioner Research and Action in Teacher Education. Scholars who independently reviewed the papers described the Initiatives’ approach to professional learning as novel, innovative and widely needed.

Discover our research