Florida Master Teacher Initiative (FMTI)
About the Intervention
The Florida Master Teacher Initiative (FMTI) is a collaborative professional development effort of Miami-Dade County Public Schools, the University of Florida (UF), and the W.K. Kellogg Foundation aimed at improving early learning instruction for high-need preschool through grade 3 students in Miami-Dade County Public Schools. The initiative serves Title I elementary schools with prekindergarten programs through four main components: (1) a job-embedded graduate degree program with early childhood specialization (ECTLSI) offered through UF combining online instruction, face-to-face pedagogy, and professor-in-residence support over 2.5 years (39 credit hours); (2) a Teacher Fellows program where teachers engage in yearlong inquiry projects with peers, meeting formally about once a month over six sessions and presenting at an annual districtwide Learning Showcase; (3) a Principal Fellows program providing professional development meetings (4 per year) and annual statewide institutes to build leadership skills; and (4) Summer Leadership Institutes where school leadership teams analyze data and develop school action plans. Program enhancements added in later years include an Assistant Principal Professional Learning Community, a post-baccalaureate program (non-degree-bearing, four-course version of ECTLSI), and Transition to Kindergarten Professional Learning Communities. Teachers in the ECTLSI program receive training in facilitating professional learning communities and are expected to take on school-based leadership opportunities. The program requires GRE scores and 3.0 undergraduate GPA for graduate program admission, with preparation materials and test prep courses provided at no cost to candidates.
Statistical Findings
Positive effect: on teacher governance activities
Negative effect: on differentiated instruction
Positive effect: on ECTLSI teacher leadership
Positive effect: on ECTLSI early childhood knowledge
Positive effect: on ECTLSI general instructional knowledge
Positive effect: on ECTLSI governance activities
Positive effect: on ECTLSI outreach activities
Positive effect: on ECTLSI instructional support
Positive effect: on trusting relationships between teachers in medium/high fidelity schools
Positive effect: on teacher leadership in medium/high fidelity schools
Positive effect: on family partnerships in medium/high fidelity schools
Positive effect: on use of variety of assessments in medium/high fidelity schools
No effect: on student math achievement
No effect: on student reading achievement
More Intervention Details
Focus Areas
Economically DisadvantagedPrograms & Services
Early Childhood, General Education, Title I, Teacher Professional Development / MentoringDelivery Methods
Online – Synchronous, Online – Asynchronous, Face-to-Face, Blended LearningDisability Support
N/ATarget Groups
Student(s), Teachers/Instructional Teams, Non-Instructional School Personnel, Schoolwide PolicyCitation
Golan, S., Park, C. J., Wang, H., Warner, M. & Wechsler, M. (2015). Evaluation of the Florida Master Teacher Initiative: Final Evaluation Findings (ED562565). ERIC. https://files.eric.ed.gov/fulltext/ED562565.pdf.
Study Demographics
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Other Participant Characteristics
Geographical Setting
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