Essential Practice Frames for Teaching

Practice Focused. Learning Driven.

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Fostering Professional Growth

Research-Based studies prove our methods...

The SOAR Teaching Frames and associated rubrics are the result of more than ten years of research and development and are aligned with College and Career Readiness Standards. Our team of educational researchers and practitioners engaged in systematic research to identify the essential practices that teachers can use to drive learning across disciplines for all students. The frames have been piloted in more than 40 districts nationwide. Our research work shows that these frames are powerful tools for driving both teacher and student growth.

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Professional Growth Platform

The Frontline Education Professional Growth platform features rigorous video based professional learning, evidence-gathering practice, and calibration exercises focused on implementation of the SOAR Teaching Frames. Designed for all educators, this platform helps districts develop a common understanding of high-impact instructional practice to drive improvements in teaching and learning.

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Essential Practice Frames

The SOAR Teaching Frames® for ELD are used to drive improvement in designated English Language Development teaching and learning for students at every language proficiency level

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The SOAR Teaching Frames® for Math, 3-12, are used to drive improvement in mathematical teaching and learning for all students, and are aligned with the CCSS mathematical practices

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The SOAR Teaching Frames® for Literacy, 3-12, are used to drive improvements in disciplinary literacy teaching and learning across content areas, and are aligned with the CCSS Literacy Standards

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The SOAR Teaching Frames® for Literacy, TK-2, are used to drive improvements in disciplinary literacy teaching and learning for all students in the early grades, and are aligned with the CCSS Literacy Standards

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Get in touch!

To learn more about EPF and how you can bring these resources to your school or district, please fill out this form and we’ll be in touch soon!

Testimonials

  • "We wanted to build the capacity in the district to meet the needs of our EL students and to focus on language as a driver for content learning. The SOAR Teaching Frames provided us with the tools and practices to focus on language. SOAR added a common language which we could use to continue to develop our work and support teachers, coaches and administrators.”

    District Administrator

  • “SOAR is a powerful tool that will help instructional coaches to be better observers and give stronger feedback to our teachers. The SOAR frames give us a common language for engaging in meaningful conversation around instruction, and the rubrics are a useful tool that will help teachers plan instruction as well as reflect on their practice. I believe that SOAR will positively impact teacher growth in a way that few models have.”

    Instructional Coach

  • “The SOAR frames have been the foundation for our current work in the district to transform our instructional practice. Not only do the frames provide us with common language and specific definitions of effective teaching practices, but they have served as a detailed model for teachers, principals, and coaches. The frames have given our teachers specific strategies to implement and refine, which more actively engage students in their learning.”

    District Superintendent

  • “SOAR helped us to understand what disciplinary language is - what it looks like and sounds like in a classroom. SOAR supported teachers in planning and understanding language teaching practices, and supported coaches and administrators in observing, collecting evidence, and facilitating reflective conversations to improve delivery of instruction focused on student academic interactions. SOAR helped teachers shift in their thinking and truly understand what it means to be a teacher of language and literacy! “

    School Principal

  • "The SOAR framework, and the rich classroom vignettes that bring the framework to life for teachers, can support and accelerate two of the most vital factors for student learning: rich and rigorous classroom instruction coupled with authentic professional collaboration with teaching colleagues."

    Director of Teacher Development - County Office of Education

  • "Our evaluation tool has been broad and very generic. Frankly that has not been all that useful for professional growth. The use of the frames as part of our evaluation system is helping us to put professional growth at the forefront."

    District Superintendent

  • "In using the frames with teachers I show them how growth on these frames will link to improvement for the CSTP. They really get at the how of the instructional shifts needed for CCSS."

    Coach

  • "These frames would clearly support the professional growth of teachers and coaches in our county and help us meet the needs of our English Learner population."

    County Office Administrator

  • "These frames have clearly been developed from the ground up through teachers and instructional leaders - and they have a clear research base -that is very exciting for our district.
"

    School Principal

  • "We have invested a lot of time in understanding what the CCSS are - this is the first time we have begun to really see what CCSS looks like - this is the how of CCSS."

    District Superintendent

See all
  • "We wanted to build the capacity in the district to meet the needs of our EL students and to focus on language as a driver for content learning. The SOAR Teaching Frames provided us with the tools and practices to focus on language. SOAR added a common language which we could use to continue to develop our work and support teachers, coaches and administrators.”

    • District Administrator
  • “SOAR is a powerful tool that will help instructional coaches to be better observers and give stronger feedback to our teachers. The SOAR frames give us a common language for engaging in meaningful conversation around instruction, and the rubrics are a useful tool that will help teachers plan instruction as well as reflect on their practice. I believe that SOAR will positively impact teacher growth in a way that few models have.”

    • Instructional Coach
  • “The SOAR frames have been the foundation for our current work in the district to transform our instructional practice. Not only do the frames provide us with common language and specific definitions of effective teaching practices, but they have served as a detailed model for teachers, principals, and coaches. The frames have given our teachers specific strategies to implement and refine, which more actively engage students in their learning.”

    • District Superintendent
  • “SOAR helped us to understand what disciplinary language is - what it looks like and sounds like in a classroom. SOAR supported teachers in planning and understanding language teaching practices, and supported coaches and administrators in observing, collecting evidence, and facilitating reflective conversations to improve delivery of instruction focused on student academic interactions. SOAR helped teachers shift in their thinking and truly understand what it means to be a teacher of language and literacy! “

    • School Principal
  • "The SOAR framework, and the rich classroom vignettes that bring the framework to life for teachers, can support and accelerate two of the most vital factors for student learning: rich and rigorous classroom instruction coupled with authentic professional collaboration with teaching colleagues."

    • Director of Teacher Development - County Office of Education
  • "Our evaluation tool has been broad and very generic. Frankly that has not been all that useful for professional growth. The use of the frames as part of our evaluation system is helping us to put professional growth at the forefront."

    • District Superintendent
  • "In using the frames with teachers I show them how growth on these frames will link to improvement for the CSTP. They really get at the how of the instructional shifts needed for CCSS."

    • Coach
  • "These frames would clearly support the professional growth of teachers and coaches in our county and help us meet the needs of our English Learner population."

    • County Office Administrator
  • "These frames have clearly been developed from the ground up through teachers and instructional leaders - and they have a clear research base -that is very exciting for our district.
"

    • School Principal
  • "We have invested a lot of time in understanding what the CCSS are - this is the first time we have begun to really see what CCSS looks like - this is the how of CCSS."

    • District Superintendent
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